Guidelines on Professional Doctorates

Size: px
Start display at page:

Download "Guidelines on Professional Doctorates"

Transcription

1 ACADEMIC SECRETARIAT, UCD REGISTRY Guidelines on Professional Doctorates v2.5 Approved by Academic Council 18 February BACKGROUND / CONTEXT The Structured PhD programme, introduced across all Colleges within the in 2006, has been a key component of the ongoing development of graduate education. Students registered to a Doctor of Philosophy programme may now avail of a structured curriculum, which enables them to earn credits for their original research activity, as well as for taught modules across a range of areas. These modules normally include education and training modules, such as modules providing specific disciplinary education, generic or transferable skills or advanced research training (including experiential research training). 1 Despite the availability of such taught components, however, the fundamental characteristic of the PhD programme remains a major piece of original research activity. This original research must comprise (in nominal credit terms) a minimum of 240 credits out of a minimum 270 credits for the PhD programme as a whole, with a maximum of 270 credits out of a maximum 360 credits. In general terms, this means that the original research activity element of the Structured PhD programme constitutes, at a minimum, three-quarters of the total overall activity. Within the broader context of doctoral education, however, there are alternative awards that place a much greater emphasis on professional or experience-based knowledge. These awards are broadly referred to as professional doctorates and are found, in particular, in areas such as engineering, education, business and psychology. In its Review of Professional Doctorates (October 2006), the National Qualifications Authority of Ireland (NQAI) cited a number of factors which have contributed to the emergence of professional doctorates. These include the changing roles of the university and society in the production and use of knowledge, pressures for diversification and more professionally relevant programmes, massification of higher education, demand from some professions and workplace requirements for high-level skills and knowledge, the wider acceptance of the concepts of evidencebased practice and the reflective practitioner by professionals and the development of work-based learning. 2 The review notes that within Ireland there are 14 professional doctoral programmes offered across 8 different institutions. With a view to developing a clearer understanding of the characteristics of doctoral programmes as a whole that is, the learning outcomes associated with the PhD degree or any other doctoral programme (including professional doctorates) a number of initiatives at European, national and level have sought to articulate the knowledge, skills and competencies that students who have completed a PhD programme of study should be able to demonstrate. These include the European Universities Association s Salzburg Principles 3, the National Framework of Qualifications Level 10 indicators (see Appendix 1), the Dublin Descriptors UCD Level 5 / NQAI Level 10 (see Appendix 2) and the Irish Universities Association PhD Graduate Skills Statement (see Appendix 3). These descriptions relate to the full set of skills and competencies that a doctoral student should be able to demonstrate, with no specific requirements or suggestions concerning the mode of delivery or indeed differentiation between the different types of doctoral qualifications. In its review report, the NQAI notes in particular that professional doctorates had been discussed during the course of the development of the Dublin Descriptors, and that in order to account for professional doctorates, the term research is used in an inclusive way to accommodate the range of activities that support original and innovative work in the whole range of academic, professional and technological fields and is not restricted or related solely to a traditional scientific method. 4 Within much of the literature regarding professional doctorates, it is also clear that professional doctorates are, and must be, qualitatively equivalent to all other types of doctoral programme, including the PhD. 1 General Regulations for the Degree of Doctor of Philosophy (regulation 4.6) 2 Review of Professional Doctorates, National Qualifications Authority of Ireland (NQAI), October 2006 (p.3) 3 European Association, Report on the Bologna seminar: doctoral programmes for the European knowledge society, Salzburg, 3-5 February 2005, p Review of Professional Doctorates, National Qualifications Authority of Ireland (NQAI), October 2006 (p.10) Page 1 of 13

2 Within UCD, the Academic Council approved the General Regulations for the Degree of Doctor of Philosophy in October These regulations do not explicitly or implicitly cover types of doctorates outside of the Doctor of Philosophy, and in light of the existence of one professional doctorate (Doctor of Psychological Science) and proposals for others, it would be prudent of the to clarify its position concerning professional doctorates and determine a process for development of regulations for same. Owing to the unique character of professional doctoral programmes, and the high level of differentiation between different types of such programmes, it is essential that any professional doctoral programme be supported by its own individual set of academic regulations. It is envisaged that these regulations would be developed alongside the process for the approval of such new programmes, as outlined in the s Programme Development, Approval and Review Framework (available at Such regulations will then be subject to the same process for approval as exists for all other regulations (culminating in approval by Academic Council). 2. UCD DOCTORAL EDUCATION GENERAL CHARACTERISTICS Whilst the Structured PhD programme is currently the most prevalent mode of doctoral training within the, it is useful to consider the potential for alternative forms of doctoral training. In broad terms, the scope of doctoral education within the (including a broad proposal regarding professional doctorates) might be roughly sketched-out as follows: 10-25% taught 75-90% research Thematic or Collaborative Doctoral Programmes Based on a theme / research cluster Skills training Subject or Thematic Taught modules Major Research Project Research training, including rotations (clinical, professional, etc) Doctoral Studies Panel (with cross-disciplinary or crossinstitutional membership) 10-25% taught 75-90% research Structured PhD Based on a specific topic Skills training Subject-specific Taught modules Major Research Project Doctoral Studies Panel Clinical Practice (ex. veterinary medicine, clinical psychology) 25% taught 50% clinical placement 25% research Work Experience (ex. engineering, education, business administration) 50% professional research Work experience integrated w/ taught and/or research Professional Doctorates Based on professional training across a range of areas Transferable and Professional Skills training Taught modules on specific topics or areas Integrated Professional Practice elements (work experience, clinical placements) Doctoral Studies Panel (to include professional practice supervisor as well as academic supervisor) Assessment may comprise module coursework, evaluations of clinical or professional competence, case studies, portfolios, published articles, research reports and minor research project or thesis or dissertation Table 1: Doctoral Education at UCD The Structured PhD programme primarily consists of a combination of taught activity and research activity, where the research activity constitutes at least three-quarters of the total overall activity for the programme. Thematic or collaborative doctoral programmes are also primarily comprised of taught activity and research activity, though may also include specific research training or clinical rotations. With professional doctorates, the research activity normally constitutes significantly less than is the case with either thematic or collaborative doctoral programmes or the Structured PhD. This is due to the existence of a third type of activity which can be described as professional practice. Page 2 of 13

3 As the specific aim of the professional doctorate is to link academic taught and research activity with professional practice, this third component constitutes a critical element of any professional doctoral programme. Depending on the specific nature of a given programme, the professional practice element can also be further differentiated between clinical practice (for example, for programmes in medicine or clinical psychology) and work experience (for example, for programmes in engineering, education or business administration). Within this latter cohort, such work experience is rarely constituted as a distinct credit-bearing activity, but is rather integrated into either the taught activity or the research activity, thus illustrating the fundamental characteristic of professional doctoral programmes which seek to truly integrate academic and professional activity. It is also important to note the critical role of professional accrediting bodies in shaping the structure, content and duration of professional doctorates. Professional accreditation requirements must be taken into account in the course of developing such programmes, as it can often be the requirements of a particular profession that have given rise to a market need for professional doctoral programmes. 3. UCD DOCTORAL AWARD DESCRIPTORS The National Qualifications Authority of Ireland (NQAI), through the National Framework of Qualifications (NFQ), has established criteria for the level and type of all university awards, together with a generic award descriptor for each. In October 2003, the NQAI published this information in its report Determinations for the Outline National Framework of Qualifications. 5 The generic award descriptor template established by the NQAI identifies a number of categories through which the learning outcomes, aims and objectives and overall competences associated with all of the awards mapped to the National Framework of Qualifications may be described. This template thus provides a basis for UCD to articulate in more detail the key characteristics and attributes, including the learning outcomes, for each of the award types that it offers (for example, for award types such as the Bachelor of Science, Bachelor of Arts, Master of Science, Master of Arts and Doctor of Philosophy). This may, in turn, enable various programme co-ordinators to articulate the specific characteristics for each programme leading to such an award. The following is an adaptation of the NQAI award descriptor template to describe the s doctoral awards: 3.1 UCD Doctor of Philosophy (PhD) Award Descriptor The UCD Doctor of Philosophy (PhD) Award Descriptor may be drafted on the basis of existing guidelines such as the NFQ Level 10 Indicators (Appendix 1), the NQAI Level 10 Dublin Descriptors (Appendix 2) and the IUA PhD Graduate Skills Statement (Appendix 3). In addition, the IUQB National Guidelines of Good Practice in the Organisation of PhD Programmes in Irish Universities 6 and the Government s Strategy for Science, Technology and Innovation ( ) 7 provide an extensive review and analysis of the role of doctoral education in Irish universities and Irish society more generally. Furthermore, a draft discussion document on UCD Doctoral Attributes was presented to the Academic Council Executive Committee in September 2007, and the key elements of this have also been integrated into the descriptor included below. Title Doctor of Philosophy Class of Award Major Purpose This award is characterised by a significant original contribution to scholarship, based largely on a major research project which is also complemented by the development of a range of transferable and professional skills. It may be used for career progression to advanced levels of academia and research. Level 10 Volume Knowledge - breadth Large A coherent understanding of the problems at the forefront of knowledge and potential approaches and solutions, as well as in-depth knowledge of the relevant 5 see 6 see 7 see Page 3 of 13

4 Knowledge kind Know-how and skill range Know-how and skill - selectivity Competence - context Competence role Competence learning to learn Competence - insight Progression & Transfer Articulation scholarship in a particular field or discipline. A contribution through original research which extends the frontiers of knowledge by developing a substantial body of work, some of which merits national or international refereed publication. The capacity to recognise and evaluate problems; Original autonomous thinking; Capacity for critical analysis, reflection and evaluation; Understanding and application of basic principles of project and time management, presentation skills and working in a collaborative capacity. Critical analysis, evaluation and synthesis of new and complex ideas; Formulation and application of solutions to research problems and effective interpretation of results; Ability to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge-based society. Make a significant contribution to the application of knowledge and skill, including in novel contexts; Exercise personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent contexts. Communicate results of research and innovation to peers; Engage in critical dialogue both within academia and in other relevant contexts; Lead and originate complex social processes. The ability to reflect on the process of learning and achievement and a capacity to plan for personal, educational and career development; Learn to critique the broader implications of applying knowledge to particular contexts. Critical awareness of the global intellectual, social and cultural implications of developments in their own and others area of research and expertise. None. The Degree of Doctor of Philosophy (PhD) is awarded following successful completion of a programme of supervised research and advanced education and training. This programme may include articulation with a taught or research Masters (NQAI Level 9) programme, where there are in existence formal processes to assess the progress of a candidate and their suitability for advanced doctoral research and training. Table 2: UCD Doctor of Philosophy (PhD) Award Descriptor 3.2 UCD Professional Doctorate Award Descriptor The UCD Professional Doctorate Award Descriptor may likewise be drafted on the basis of existing guidelines such as the NFQ Level 10 Indicators (Appendix 1), the NQAI Level 10 Dublin Descriptors (Appendix 2) and the IUA PhD Graduate Skills Statement (Appendix 3). In addition, the NQAI Review of Professional Doctorates 8 and the UK s Economic and Social Research Council (ESRC) report on Recognition of Professional Doctorates 9 provide an overall analysis of a number of key issues in the ongoing development of professional doctoral programmes. The attributes and characteristics of professional doctoral programmes are still very much up for debate and discussion, as there is a limited degree of convergence between separate professional doctoral programmes (for example, the Doctor of Engineering, and Doctor of Psychological Science) and national, European and international guidelines on professional doctoral programmes. 10 The UCD Professional Doctorate Award Descriptor included below is 8 see 9 see 10 It is worth noting that an International Conference on Professional Doctorates run by the UK Council for Graduate Education (UKCGE) is due to be held in London on 9-10 November Page 4 of 13

5 therefore a preliminary attempt at defining the characteristics of the professional doctoral awards specific to UCD. In general terms, the professional doctorate is a programme of research, training and applied practice. The research undertaken must be professionally relevant research, applied to professional practice through (and not in addition to) either a work experience or clinical practice scenario, where the outcome of the research contributes to changes, developments or improvements in professional practice. It must also include a demonstration of the ability to critically reflect and contextually embed such developments in professional practice within a theoretical and academic framework. Title Professional Doctorate Class of Award Major Purpose This award is characterised by a significant original contribution to both theory and practice, and to the development of professional practice through making a contribution to professional knowledge. It may be used for career progression to advanced levels of academia and research, but is primarily aimed at candidate s already on a clearly defined career track in a specific field of industry, business enterprise, medical practice, education or other professional environment. Level 10 Volume Knowledge - breadth Knowledge kind Know-how and skill range Know-how and skill - selectivity Competence - context Competence role Competence learning to learn Competence - insight Progression & Transfer Articulation Large A coherent understanding of a single (or set of) problem(s) encountered in professional practice against which further critical reflection and consideration of the potential for the development and application of theoretical solutions (arising from further academic research) must be tested. A contribution through professional practice and applied original research which change, develop or improve existing practices based on critical reflection within a broader academic context. The capacity to recognise, evaluate and solve practical problems; Original autonomous thinking; Capacity for critical analysis, reflection and evaluation; Understanding and application of advanced principles of project and time management, presentation skills and working in a collaborative capacity. Critical analysis, evaluation and synthesis of existing professional practice(s) and its relationship to new and complex ideas; Formulation and application of solutions to professional practice problems and effective reflection on the impact of such solutions; Ability to promote, within both professional and academic contexts, the development of new solutions to existing or emerging problems. Make a significant contribution to the application of professional knowledge and skill; Exercise personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent contexts. Communicate results of research and applied professional practice to peers, including senior colleagues in professional work environments; Engage in critical dialogue within professional, academic and other relevant contexts; Lead, originate, develop and improve complex professional processes. The ability to reflect on professional practice and the process of learning and achievement as well as a capacity to plan for personal, educational and career development; Learn to critique the broader implications of applying professional knowledge to professional practice. Critical awareness of the global intellectual, social and cultural implications of developments in their own and others area of professional practice, applied research and expertise. A point of formal progression analogous to that between stages 1 and 2 of the Structured PhD. The Professional Doctorate Degree is awarded following successful completion of Page 5 of 13

6 a programme of professional practice, supervised research and advanced education and training. This programme may include articulation with a taught or research Masters (NQAI Level 9) programme, where there are in existence formal processes to assess the progress of a candidate and their suitability for professional doctoral research and training. Table 3: UCD Professional Doctorate Award Descriptor General Guidelines on the UCD Professional Doctorate The following are some general guidelines on the UCD professional doctorate and may be used as a guide by programme co-ordinators in the development of proposals for professional doctoral programmes: 11 Award Type: A professional doctorate is an alternative award to the Doctor of Philosophy (ex. Doctor of Psychological Science,, Doctor of Engineering, Doctor of Business, Doctor of Veterinary Medicine); Admission: There should be a clear articulation of the entry requirements for any professional doctoral programme. This will normally be a minimum 2 nd Class Honours, Grade 1 in a relevant Bachelors or Masters programme, together with a minimum number of years of relevant professional work experience (3-5 years). Taught Component: A number of taught modules, including discipline-specific modules, transferable skills modules and/or professional relevant modules may constitute a substantial component of the professional doctoral programme (though this may vary across different professional doctorate programmes). Aspects of professional practice may be classified as credit-bearing modules (including clinical placement modules, case study modules, or work experience modules) wherein the criteria for module descriptors will apply (including a description of learning outcomes, assessment strategies and student workload (in hours)); Professional Practice: The professional practice element of a professional doctorate will constitute a significant proportion of the overall activity across the life of the programme, and may either be constituted as a credit-bearing module (a single module or multiple modules) or through some other mechanism that adequately satisfies the required learning outcomes and volumes of student activity. The general parameters that apply to the UCD professional doctorate programme are as follows (though it is important to note that the specific distribution of activity is highly dependent on the nature of each specific professional doctoral programme): Minimum period of study: 3 years, though normally 3-4 years Period of Taught Activity: normally between 1 semester and 1 calendar year (30-90 credits), but not required Period of Professional Practice (clinical placement or work experience): minimum half of the programme (normally amounting to 1.5 to 2 years) Minimum period of applied research: 1 year (integrated with professional practice) Supervision: Whilst the professional practice element(s) may be supervised by an individual in the field, it is recommended that the research element of the professional doctorate will be supervised by an academic member of staff of the. This helps to ensure quality and consistency of supervision across the whole cohort of students who may be in different placements, and enables the to retain direct oversight over the key academic element of the professional doctorate programme. The Doctoral Studies Panel will include academic staff, such as the Principal Supervisor, and may also include professional colleagues or placement supervisors, each of whom may contribute to the supervision of some or all components of the programme; 11 For comparison with professional doctoral programmes in other universities, see also Appendix 4. Page 6 of 13

7 Assessment: Portfolio-based assessment is permissible. However, taught activity (normally delivered through modules) must be assessed in the normal way, and there must also be separate and distinct modes of assessment for the professional practice element, as well as for the dissertation. It would be normal practice for there to be a sizeable dissertation or capstone project, though this will normally be shorter in length than the traditional PhD thesis as a result of being supplemented by assessment components tied to taught modules and the professional practice element. Any portfolio should therefore include module coursework, evaluations of clinical or professional competence, oral examinations, case studies, research reports, published articles and a thesis or dissertation. There must also be at least one point of formal progression (analogous to that between stage 1 and stage 2 within the Structured PhD programme) to ensure that the student is making sufficient progress through their programme. Proposals for professional doctoral programmes should provide all relevant and specific details pertaining to the range, type and timing of assessment to be used across the entirety of the programme; Extern Examiners: In accordance with policy, an Extern Examiner should be appointed. It is possible to use either a Special Extern or Subject Extern, but recommended that the appointed Extern Examiner be responsible for the professional doctoral programme as a whole. Where possible, and given the relative newness of the professional doctorate in the, an Extern Examiner who has experience of professional doctoral programmes within the relevant field should be appointed. Collaboration: There must be formal partnership arrangements between the and external entities (ex. employers, professional bodies, hospitals) which host and support students on professional doctoral programmes. The nature of this relationship must be documented as it pertains to individual students or cohorts of students; Mode of Delivery: There may be a more flexible approach to the mode of delivery (parttime, integration with employment activity), with the proviso that the applied professional research being carried out must be undertaken through applied professional practice (and not in addition to it). 4. CONCLUSION In sum, the should be careful (but not necessarily cautious) about introducing professional doctoral programmes. The will consider creating such specific professional doctoral awards where: o o o o o o There is a demonstrable capacity (including supervisor capacity) to deliver a professional doctoral programme of the highest quality, aimed at promoting original scholarship, and including advanced education and training unique to the relevant profession; The professional doctoral programme has proven value as an identity which is distinct and separate from the PhD degree, but which preserves the identity of the doctorate as a mark of original research and scholarship; There are clear international norms or professional accreditation requirements for such an award within the relevant discipline; There is student demand, workforce trends, industry needs and/or political priorities which give rise to the need for development of such a professional doctoral programme; The development of such a professional doctoral programme is a clear strategic priority for the ; The professional doctoral programme can be developed in a way which recognises the importance and variability of students personal or professional circumstances, and which accounts for the relevance of mode of delivery (residential, off-site, distance-learning, e-learning) and its relation to such circumstances. This broad framework therefore describes the parameters within which professional doctoral programmes may be developed within the, and it is intended that these guidelines may be used by staff who may be interested in exploring the possibility of establishing such programmes. These guidelines will be integrated into the s Programme Development, Approval and Review Framework and may be used to inform the development of specific regulations relating to each professional doctoral programme that the may offer. Page 7 of 13

8 Tracking Information Version History Version Date Summary of Changes Changed by Jan 09 First draft, version 1.0 M Kennedy Feb 09 Meeting of the Registrar s Senior Management Team (RSMT) comments received and integrated Mar 09 Meeting of the Graduate Studies Management Group (GSMG) comments received and integrated Apr 09 Feedback from Directors of Registry and Academic Secretariat received and incorporated M Kennedy M Kennedy S Critchley Sept 09 Meeting of the Graduate Studies Management Group M Kennedy Oct 09 Changes made following feedback from Human Sciences (esp. from Programme Co-ordinator of DPsychSc) M Kennedy Dec 09 Changes made following discussion at UGPB meeting of 12 Nov 09 M Kennedy Feb 10 Changes made following discussion at Academic Council meeting of 10 Dec 09 M Kennedy Page 8 of 13

9 Appendix 1: NFQ Level 10 Indicators Level 10 Synopsis Knowledge (Breadth) Knowledge (Kind) Know-How & Skill (Range) Know-How & Skill (Selectivity) Competence (Context) Competence (Role) Competence (Learning to Learn) Competence (Insight) Learning outcomes at this level relate to the discovery and development of new knowledge and skills and delivering findings at the frontiers of knowledge and application. Further outcomes at this level relate to specialist skills and transferable skills required for managing such as the abilities to critique and develop organisational structures and initiate change. A systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of a field of learning. The creation and interpretation of new knowledge, through original research, or other advanced scholarship, of a quality to satisfy review by peers. Demonstrate a significant range of the principal skills, techniques, tools, practices and/or materials which are associated with a field of learning; develop new skills, techniques, tools, practices and/or materials. Respond to abstract problems that expand and redefine existing procedural knowledge. Excercise personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent contexts. Communicate results of research and innovation to peers; engage in critical dialogue; lead and originate complex social processes. Learn to critique the broader implications of applying knowledge to particular contexts. Scrutinise and reflect on social norms and relationships and lead action to change them. Appendix 2: Dublin Descriptors UCD Level 5 / NQAI Level 10 Bologna Cycle Third Cycle (Doctorate) NQAI Level 10 UCD Level 5 Knowledge and understanding have demonstrated knowledge and understanding in an advanced theoretical or conceptual framework, a systematic understanding of the problems at the forefront of knowledge and potential approaches and solutions, and mastery of skills and methods of research associated with the field of study. Applying knowledge and understanding Making judgements Communications and working skills Learning skills have demonstrated the ability to conceive, design, implement and adapt a substantial process of research with scholarly integrity and have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publication. are capable of critical analysis, evaluation and synthesis of new and complex ideas. can communicate with their peers, the larger scholarly community and with society in general about their areas of expertise. can be expected to continue their own learning at the frontiers of knowledge and be able to promote, within academic and professional contexts, technological, social or cultural advancement in a knowledge based society. Appendix 3: IUA PhD Graduate Skills Statement Research skills and awareness exhibit knowledge of advances and developments in their field demonstrate knowledge of research in related fields and disciplines comprehend and effectively employ appropriate research methodologies critically analyse and synthesise new and complex information from diverse sources formulate and apply solutions to research problems and effectively interpret research results exercise critical judgement and thinking to create new ways of understanding demonstrate, where appropriate, a knowledge of health and safety procedures and their application in the research environment have a broad awareness and knowledge of key relevant funding sources and grant application procedures appreciate basic principles of project and time management Page 9 of 13

10 Ethics and social understanding understand, and apply in their research, principles of ethical conduct of research, including avoidance of plagiarism, allocation of credit and authorship and definitions of research misconduct understand the relevance of research in society and the potential impact of research on individuals, groups and society where applicable, understand and apply the relevant guidelines for the ethical conduct of research involving people, human tissue and animals Communication skills demonstrate effective writing and publishing skills effectively use and decide on appropriate forms and levels of communication communicate and explain research to diverse audiences, including both specialist and non-specialist teach and support the learning of undergraduate students when involved in teaching and demonstrating Personal effectiveness / development operate in an independent and self-directed manner, showing initiative to accomplish clearly defined goals appreciate key rhetorical skills, including how to persuade others of a viewpoint s merits, demonstrating and communicating credible suggestions to achieve one s aims appreciate the importance of initiating new projects, proactively reacting to newly identified needs or aiming to resolve persistent problems ability to handle difficulties in research or other professional activities in an appropriate way critically reflect on experiences and act on such in a cycle of self-improvement Team-working and leadership develop and maintain effective relationships with colleagues work in a collaborative environment awareness of their own working style, that of others, and how they interact understand how to acknowledge others views, with a willingness to reflect on and critically appraise them understand leadership in team environments, recognising the strengths of team members and work effectively to achieve mutual goals Career management demonstrate an awareness of transferable skills and their applicability to both academic and non-academic positions and how they are applied in different circumstances take ownership of their own career management, forming credible career plans initiate and sustain networks and relationships that may encourage opportunities for employment present themselves and their skills, attributes, experiences and qualifications, through effective job applications, CVs and interviews understand the broadest possible range of their employment opportunities Entrepreneurship & innovation understand the role of innovation and creativity in research demonstrate an awareness and understanding of intellectual property issues, appreciate and, where appropriate, contribute to knowledge exchange appreciate the skills required for the development of entrepreneurial enterprises in the public and private sectors understand different cultural environments, including the business world, and the contribution that knowledge transfer can make to society Appendix 4: Comparative Structures of Professional Doctorates (Ireland/UK/US/Australia/Canada) Programme Title Institution Duration Structure % Activity (approx.) Assessment Doctor of Psychological Science College Dublin 3yrs 500 hours academic coursework ( days) 2000 hours research ( days) 3000 hours supervised clinical practice (390 days) 10% taught 35% research 55% clinical practice Two volume Doctoral Thesis ( words) Doctor of Psychological Science NUI Galway 3yrs (FT) 5 taught modules (total = 90 ECTS) 4 Applied Clinical Theory modules (total = 55 ECTS) Page 10 of 13 34% taught 20% clinical Coursework (3 essays, 3 Reports of Clinical Activity, 2 Small-Scale Research Projects)

11 Doctor of Clinical Psychology Doctor of Clinical Psychology al, Child & Adolescent Psychology Doctor of Psychology Doctor of Social Science Doctor in Governance Trinity College Dublin Queen s Belfast Queen s Belfast College Cork College Cork Queen s Belfast Trinity College 3yrs 3-4yrs (FT), 6-8yrs (PT) 3yrs (FT) 4yrs (FT) 4yrs (distancelearning) 4yrs (PT) 4-5yrs (PT) Page 11 of 13 6 Clinical Practice modules (total = 70 ECTS) 1 Thesis module (total = 55 ECTS) [Total = 270 ECTS] 1 four-week induction programme 8 taught courses 6 five-month placements 10 Taught modules (total = 70 credits) 5 Clinical Placement modules (total = 135 credits) 3 Applied Research modules (total = 65 credits) [Total = 270 credits] 9 Taught modules (total = credits), integrated taught activity and clinical practice for approx. 5 modules 3 Research Inquiry modules (total = credits) 27 taught modules, each worth 10 credits, across yrs1,2,3 (90 credits per yr); can also be described as 9 modules with 3 discrete 10-credit parts (workshop, online discussion forum, reflective log keeping), worth 90 credits (yr4) 8 taught modules, each worth 15 credits (4 in yr1, 4 in yr2) Specialist component in yr3 (identification of research project and draft proposal) (yr4) 9 Taught modules (yrs1+2), delivered via 3-day workshops per module 8 taught modules (3 in yr1, 3 in yr2, 2 in yr3) Dublin Assessment point at end of yr2 NUI Maynooth 3yrs 1-day long seminars held every 2 weeks in term time (yrs 1+2) Group and individual seminars and thesis writing (yr3) (Educational Leadership) Dublin City Queen s Belfast Harvard of Pennsylvania of Western Australia 4yrs (PT) 3yrs (FT), 4yrs (PT) 4yrs (FT) 4yrs (FT) 4yrs (FT) 5yrs (PT) 5 taught courses (yrs 1+2), delivered in block workshops (yrs 3 onwards) 9 Taught modules (total = 135 credits), delivered via 2 ½ day intensive courses per module (total = 135 credits) [Total = 270 credits] 16 Taught modules (yrs1-2) 20 course units (yrs1-2) (5 course units = 1 semester) 4 Taught modules (yrs1-2) UCLA 3yrs (PT) 4 Taught modules (yrs1-2) (packaged as modules) theory 26% clinical practice 20% research 42% taught + research 58% clinical practice 26% taught 50% clinical practice 24% research 58% taught + clinical practice 42% research 75% taught = clinical practice 25% research 60% taught 40% research 66% taught 34% research 33% taught 64% research 66% taught 34% research Evaluation of clinical competence Large-Scale Research Project/Thesis Assessment on 8 taught courses Evaluations of clinical competence Four reports of clinical activity Small-scale research project Clinical Placement reports Placement performance Academic and clinical coursework (essays, portfolio reports, etc) Case presentations Problem-based learning exercises Major Research Project (40000 words) (40000 words) Research Project (50000 words) ( words) Coursework Coursework (practice-based research) (40000 words) Qualifying Paper Comprehensive Examination

12 (Educational Leadership & Policy) Doctor of Occupational Therapy Doctor of Clinical Dentistry (Orthodontics) Doctor of Medicine Doctor of Medical Science Doctor of Nursing Science Doctor of Nursing Practice of British Columbia Dublin City College Cork Durham of Surrey Boston Harvard of Western Australia College Cork College Cork of Ulster of Ulster of Ulster Columbia 3yrs (FT) 4yrs (PT) Page 12 of 13 8 Taught modules (yrs1-2) 5 taught modules (yrs 1+2), delivered in 6 two-day workshops (modules 1-3) or 3 three-day workshops (modules 4+5) (yrs 3 onwards) 4yrs (PT) 2 taught modules (yr1 = stage 1) (yr2 onwards = stage 2) 3yrs (FT), 6 taught modules, delivered via a series of 4-day 4-6yrs (PT) blocks (yrs1-2) Seminar-style workshop 4yrs (PT) 5 taught modules (yrs1-2) (yrs3-4), includes seminars, presentation and final thesis 4yrs (FT) 16 Taught modules (yrs1-2) (yrs 3-4) 4-5yrs (FT) 4yrs (FT) 6yrs (PT) 4yrs (FT), 8 yrs (PT) 3yrs (FT) 3yr (FT), 5yr (PT) 4-6yrs (PT) 3yr (FT), PT also available 2yrs (post- Masters) 4yrs (post- Bachelors) Taught modules (yrs1-2) (yrs 3-4) 2 Taught modules 66% taught 34% research 10% taught 90% research Comprehensive Examination Research work: Essay (5000 words) Pilot Study (10000 words) Reflective Critique (3500 words) Formal Research Proposal (5000 words) Reflective Portfolio (1500 words) Literature Review (10000 words) (40000 words) [Total = words] (4000 word essays per module) (60000 words) Curriculum Paper Qualifying Examination 4 taught modules (yrs 1+2, each module = 30 credits) (yrs 3+4) Taught modules n.a. [270 credits total] 100% research Annual written report and oral presentation on progress 100% research Research Project Taught modules (optional) (optional) 12 Taught modules n.a. Taught modules (7 modules support/theory and 10 modules clinical practice) Clinical Residency (1yr) 50% clinical practice (research is part of both taught and clinical practice) Portfolio (analogous to dissertation) Doctor of Biological of 4-6yrs (PT) 100% research Science Ulster Doctor of Environmental of 2yrs (FT), 100% research Science Ulster 4yrs (PT) Doctor of Engineering of 5yrs (PT) Taught modules n.a.

13 Doctor of Engineering Doctor of Engineering Doctor of Engineering Doctor of Engineering Doctor of Technology Doctor of Informatics Doctor of Ministry Ulster 4yrs (FT) 15 taught modules (yr1 = 6 modules, yrs2-4 = 3) 25% taught College 75% research London of 4yrs (FT) 8 taught modules (yrs1-2) Manchester of Southampton of Queensland of Ulster of Ulster Milltown Institute 4yrs (FT) Min 7yrs (degree appears to be an honorary degree) 5yrs (PT) 3yrs (FT), 6yrs (PT) 3-5yrs Taught modules (120 credits over yrs1-2), includes generic skills courses, management courses and technical courses (yrs3-4) 100% research Taught modules Taught modules ( = 60 credits) Research training ( = 15 credits of taught modules) ( = 195 credits) [Total = 270 credits] 11 taught modules n.a. 28% taught 72% research n.a. 12-month report (yr1) Mini-thesis (10000 words) (yr2) Research reports, portfolio, publications (yr3) (yr4) DInf Review Report + viva voce DInf Research Project Research Project Thesis ( words) Note: The of Limerick Handbook of Academic (section 10) addresses the structure of Professional Doctorates by indicating that the distribution of credits for the different elements of such programmes must fall within the following ranges: Programme Element Credits % Activity Taught credits 17-33% Professional Placement credits 25-50% Thesis credits 17-33% Maximum Credits = 120 Page 13 of 13

IRISH UNIVERSITIES. PhD Graduates Skills

IRISH UNIVERSITIES. PhD Graduates Skills IRISH UNIVERSITIES PhD Graduates Skills IRISH UNIVERSITIES PhD Graduates Skills This skills statement, a key output of the Irish Universities Association Strategic Innovation Fund Fourth Level Ireland

More information

IRISH UNIVERSITIES PHD GRADUATE SKILLS STATEMENT

IRISH UNIVERSITIES PHD GRADUATE SKILLS STATEMENT IRISH UNIVERSITIES PHD GRADUATE SKILLS STATEMENT 2ND EDITION 2014 This skills statement, describes the desired learning outcomes and skills that PhD students will have developed during their doctoral education

More information

University of Plymouth. Programme Specification. Doctorate in Business Administration

University of Plymouth. Programme Specification. Doctorate in Business Administration University of Plymouth Faculty of Social Science and Business Programme Specification Doctorate in Business Administration (full title(s) as approved) Programme Specification Template: EDaLT July 2006

More information

Programme Specification. Doctor of Education. Valid from: Sept 2015 Programme Code: PX3AA

Programme Specification. Doctor of Education. Valid from: Sept 2015 Programme Code: PX3AA Programme Specification Doctor of Education Valid from: Sept 2015 Programme Code: PX3AA 1 CONTENTS SECTION ONE: GENERAL INFORMATION... 1 SECTION TWO: OVERVIEW AND PROGRAMME AIMS... 2 SECTION THREE: PROGRAMME

More information

Teaching and Learning Methods

Teaching and Learning Methods Programme Specification (Postgraduate) Date amended: 1. Programme Title (EdD) 2. Awarding body or institution University of Leicester 3. a) Mode of Study part time b) Type of Study postgraduate research

More information

continue to advance their Manufacturing Management knowledge and understanding, and develop new skills to a high level;

continue to advance their Manufacturing Management knowledge and understanding, and develop new skills to a high level; PROGRAMME SPECIFICATION COURSE TITLES: PgD Manufacturing Management MSc Manufacturing Management PgC Engineering (Exit award only) PLEASE NOTE: This specification provides a concise summary of the main

More information

Framework. for. Structured PhD Programmes. at the. Dublin Institute of Technology

Framework. for. Structured PhD Programmes. at the. Dublin Institute of Technology Framework for Structured PhD Programmes at the Dublin Institute of Technology Approved by Academic Council February 2010 Framework for Structured PhDs programmes at DIT The purpose of this framework is

More information

The Trinity PhD: How does excellence evolve? Dean of Graduate Studies, TCD. February 4, 2009

The Trinity PhD: How does excellence evolve? Dean of Graduate Studies, TCD. February 4, 2009 The Trinity PhD: How does excellence evolve? Dean of Graduate Studies, TCD February 4, 2009 1 Introduction While the title of PhD has been around for centuries, the first PhD as recognised today was awarded

More information

De Montfort University. Course Template

De Montfort University. Course Template De Montfort University Course Template 1. Basic information Course Name: Criminology and Criminal Justice Course Code: PA081T Level (UG, PG): Postgraduate Doctorate Academic Period: 2015 Faculty: HLS -

More information

Programme Specification

Programme Specification Programme Specification Where appropriate outcome statements have be referenced to the appropriate Benchmarking Statement (BS) 1 Awarding Institution Queen Margaret University 2 Teaching Institution Queen

More information

LONDON SCHOOL OF COMMERCE. Programme Specifications for the. Cardiff Metropolitan University. MSc in International Hospitality Management

LONDON SCHOOL OF COMMERCE. Programme Specifications for the. Cardiff Metropolitan University. MSc in International Hospitality Management LONDON SCHOOL OF COMMERCE Programme Specifications for the Cardiff Metropolitan University MSc in International Hospitality Management 1 Contents Programme Aims and Objectives 3 Programme Learning Outcomes

More information

Course Specification MSc Accounting 2016-17 (MSACT)

Course Specification MSc Accounting 2016-17 (MSACT) LEEDS BECKETT UNIVERSITY Course Specification MSc Accounting 2016-17 (MSACT) Our courses undergo a process of review periodically, in addition to annual review and enhancement. Course Specifications are

More information

Programme Specification

Programme Specification Doctor of Business Administration Programme Specification 1. Programme title Doctor of Business Administration (DBA) 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University

More information

Plymouth University. Programme Specification. Faculty of Business. Master of Business Administration 3070. Plymouth Graduate School of Management

Plymouth University. Programme Specification. Faculty of Business. Master of Business Administration 3070. Plymouth Graduate School of Management Plymouth University Faculty of Business Plymouth Graduate School of Management Programme Specification Master of Business Administration 3070 Final Approval Version March 2015 1 1. Master of Business Administration

More information

MA in Education (Dance Teaching) Programme Specification

MA in Education (Dance Teaching) Programme Specification MA in Education (Dance Teaching) 1. Awarding Body University of Bath (subject to final agreement) 2. Teaching Institution (if different) 3. Final Award MA in Education (Dance Teaching) 4. Programme title/route/pathway

More information

Policy and Framework for Structured PhD Programmes. Adopted by Academic Council on 16 th February 2011

Policy and Framework for Structured PhD Programmes. Adopted by Academic Council on 16 th February 2011 Policy and Framework for Structured PhD Programmes Adopted by Academic Council on 16 th February 2011 INTRODUCTION The purpose of this policy document is to develop a framework along with a set of guidelines

More information

Programme Specification PG Cert/ PG Dip/ MA Integrative Counselling

Programme Specification PG Cert/ PG Dip/ MA Integrative Counselling Programme Specification PG Cert/ PG Dip/ MA Integrative Counselling 1. Awarding institution/body University of Worcester 2. Teaching institution The Iron Mill Institute, Exeter PCI College, Dublin 3. Programme

More information

Mode of Study The MPH course will be delivered full-time and part-time on campus at the Kedleston Road site

Mode of Study The MPH course will be delivered full-time and part-time on campus at the Kedleston Road site PROGRAMME SPECIFICATION DOCUMENT SECTION ONE: GENERAL INFORMATION Programme Title/ Subject Title: Master of Public Health Award title and Interim awards: Postgraduate Certificate in Public Health Postgraduate

More information

What is expected of Candidates for a Research Degree?

What is expected of Candidates for a Research Degree? What is expected of Candidates for a Research Degree? The Quality Assurance Agency s definition of what Masters and Doctorates are is given along with their qualification descriptors (QAA framework for

More information

Faculty of Engineering at Shobra Electrical Engineering Department

Faculty of Engineering at Shobra Electrical Engineering Department Benha University Program Specification for Doctor of Philosophy in Electrical Engineering Electrical Communications Introduction: This Program specification provides a concise summary of the main features

More information

Teaching institution: Institute of Education, University of London

Teaching institution: Institute of Education, University of London PROGRAMME SPECIFICATION MA Geography in Education Awarding body: Institute of Education, University of London Teaching institution: Institute of Education, University of London Name of the final award:

More information

Programme Specification for MSc Applied Sports Performance Analysis

Programme Specification for MSc Applied Sports Performance Analysis PROGRAMME SPECIFICATION Postgraduate Courses Programme Specification for MSc Applied 1. Awarding institution/body University of Worcester 2. Teaching institution University of Worcester 3. Programme accredited

More information

Quality Handbook. Part B: Assuring and Enhancing Quality. Section 11: Research degrees. Section11. Nottingham Trent University

Quality Handbook. Part B: Assuring and Enhancing Quality. Section 11: Research degrees. Section11. Nottingham Trent University Nottingham Trent University Quality Handbook Part B: Assuring and Enhancing Quality Section : Research degrees Contents. The postgraduate research environment... 2 2. Course monitoring and reporting...

More information

British School of Commerce

British School of Commerce British School of Commerce Programme Specification for the Cardiff Metropolitan University Master of Business Administration (MBA) Major Project Stage 1 Contents Page 1 Programme Aims and Objectives 3

More information

Programme Specification. MSc Business Psychology

Programme Specification. MSc Business Psychology Programme Specification MSc Business Psychology HLST099 Faculty of Health and Life Sciences 1 Contents Page No Introduction 2 Part 1: Programme Specification 1-10 Basic Programme information 3 11 Educational

More information

Section 15 Postgraduate Research Degree Regulations

Section 15 Postgraduate Research Degree Regulations Section 15 Postgraduate Research Degree Regulations Section15 (Approved at Academic Council 29 November 2013 Page 1 of 31 Table of Contents Page 1. Purpose 3 2. Scope 3 3. Background 3 4. Award Standards

More information

FACULTY OF MEDIA & COMMUNICATION. Wiltshire College Salisbury Media Production Undergraduate Framework:

FACULTY OF MEDIA & COMMUNICATION. Wiltshire College Salisbury Media Production Undergraduate Framework: FACULTY OF MEDIA & COMMUNICATION Wiltshire College Salisbury Media Production Undergraduate Framework: BA (Hons) Photography BA (Hons) Film Production and Cinematography Version 2.0 FRAMEWORK SPECIFICATION

More information

BIRMINGHAM CITY UNIVERSITY. MA Criminology. Programme Specification

BIRMINGHAM CITY UNIVERSITY. MA Criminology. Programme Specification BIRMINGHAM CITY UNIVERSITY MA Criminology Programme Specification Faculty of Education, Law and Social Sciences March 2011 Programme Specification: MA Criminology NOTE: This specification provides a concise

More information

Programme Specification and Curriculum Map for MA Global Governance and Public Policy

Programme Specification and Curriculum Map for MA Global Governance and Public Policy Programme Specification and Curriculum Map for MA Global Governance and Public Policy 1. Programme title MA / PGDip / PG Cert Global Governance and Public Policy: International Development 2. Awarding

More information

ACADEMIC AWARD REGULATIONS Framework and Regulations for Professional Doctorates. Approval for this regulation given by :

ACADEMIC AWARD REGULATIONS Framework and Regulations for Professional Doctorates. Approval for this regulation given by : ACADEMIC AWARD REGULATIONS Framework and Regulations for Professional Doctorates Name of regulation : Purpose of regulation : Approval for this regulation given by : Responsibility for its update : Regulation

More information

UNIVERSITY OF ULSTER: COLERAINE PROGRAMME SPECIFICATION. COURSE TITLE: B.Sc. (HONS) SOCIAL PSYCHOLOGY/ B.Sc. (HONS) SOCIAL PSYCHOLOGY with DPP

UNIVERSITY OF ULSTER: COLERAINE PROGRAMME SPECIFICATION. COURSE TITLE: B.Sc. (HONS) SOCIAL PSYCHOLOGY/ B.Sc. (HONS) SOCIAL PSYCHOLOGY with DPP 25 UNIVERSITY OF ULSTER: COLERAINE PROGRAMME SPECIFICATION COURSE TITLE: B.Sc. (HONS) SOCIAL PSYCHOLOGY/ B.Sc. (HONS) SOCIAL PSYCHOLOGY with DPP PLEASE NOTE: This specification provides a concise summary

More information

Doctor of Philosophy. Programme of Study for the degree of Doctor of Philosophy

Doctor of Philosophy. Programme of Study for the degree of Doctor of Philosophy Doctor of Philosophy Programme of Study for the degree of Doctor of Philosophy 1. Candidates may undertake study for the degree of PhD in any Faculty of the University or accredited Institution, or in

More information

All LJMU programmes are delivered and assessed in English

All LJMU programmes are delivered and assessed in English PROGRAMME SPECIFICATION Doctorate of Business in Doctorate of Business Administration Awarding institution Teaching institution JACS Code Programme Duration Language of Programme Subject benchmark statement

More information

Programme Specification

Programme Specification Programme Specification Title: Construction Project Management Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science

More information

Programme Specification May 2012

Programme Specification May 2012 Faculty of Business Computing and Law Programme Specification May 2012 MSc Accounting and Finance Valid from September 2012 JACS code N400/N300 Programme code Valid for delivery at University of Derby

More information

Criteria for the Accreditation of. DBA Programmes

Criteria for the Accreditation of. DBA Programmes Criteria for the Accreditation of DBA Programmes 1 1 INTRODUCTION 1.1 This document sets out the criteria for DBA programme accreditation. While setting the standards that accredited provision is expected

More information

Programme name Advanced Practice in Health and Social Care (Advanced Nurse Practitioner- Neonatal/Child/Adult)

Programme name Advanced Practice in Health and Social Care (Advanced Nurse Practitioner- Neonatal/Child/Adult) PROGRAMME SPECIFICATION KEY FACTS Programme name Advanced Practice in Health and Social Care (Advanced Nurse Practitioner- Neonatal/Child/Adult) Award MSc School School of Health Sciences Department Division

More information

Nottingham Trent University Course Specification

Nottingham Trent University Course Specification Nottingham Trent University Course Specification 1. 2. 3. 4. 5. Basic Course Information Awarding Institution: School/Campus: Final Award, Course Title and Modes of Study: Normal Duration: UCAS Code: Nottingham

More information

Alternative Routes to Doctorate Qualification. Professor Sandra Watson Associate Dean Academic Development Edinburgh Napier Business School

Alternative Routes to Doctorate Qualification. Professor Sandra Watson Associate Dean Academic Development Edinburgh Napier Business School Alternative Routes to Doctorate Qualification Professor Sandra Watson Associate Dean Academic Development Edinburgh Napier Business School Range of Options PhD-Research Doctorate PhD by Published Work

More information

Faculty of Arts & Humanities Plymouth University. Master of Research (M.Res) History. Programme Specification

Faculty of Arts & Humanities Plymouth University. Master of Research (M.Res) History. Programme Specification Faculty of Arts & Humanities Plymouth University Master of Research (M.Res) History Programme Specification Informal Faculty Review: 18 July 2006 Approval Event: 22 November 2006 First intake: September

More information

Doctor of Clinical Psychology

Doctor of Clinical Psychology Doctor of Clinical Psychology Programme of study for the degree of Doctor of Clinical Psychology 1. The following may be accepted as a candidate for the degree of Doctor of Clinical Psychology: Graduates

More information

Programme Specification

Programme Specification Programme Specification Course record information Name and level of final award: MSc Cyber Security and Forensics Name and level of intermediate awards: Postgraduate Diploma in Cyber Security and Forensics

More information

introducing The Bologna Qualifications Framework

introducing The Bologna Qualifications Framework introducing The Bologna Qualifications Framework introduction The Bologna Process was initiated in 1999. It now involves 45 countries. In 2003, Ministers with responsibility for higher education gathered

More information

Irish experiences of development of a new framework for PhD Education. Prof Alan Kelly, Dean of Graduate Studies University College Cork, Ireland

Irish experiences of development of a new framework for PhD Education. Prof Alan Kelly, Dean of Graduate Studies University College Cork, Ireland Irish experiences of development of a new framework for PhD Education Prof Alan Kelly, Dean of Graduate Studies University College Cork, Ireland The national ambition: A new model for PhD training in Ireland

More information

REGULATIONS FOR RESEARCH DEGREE PROGRAMMES. MPhil PhD PhD by Published Work Professional Doctorates Higher Doctorates

REGULATIONS FOR RESEARCH DEGREE PROGRAMMES. MPhil PhD PhD by Published Work Professional Doctorates Higher Doctorates REGULATIONS FOR RESEARCH DEGREE PROGRAMMES MPhil PhD PhD by Published Work Professional Doctorates Higher Doctorates May 2013 Contents Page 1. Principles 4 2. Master of Philosophy/Doctor of Philosophy

More information

BSc Hons Property Investment, Appraisal and Development F/T 6793

BSc Hons Property Investment, Appraisal and Development F/T 6793 PROGRAMME SPECIFICATION PROGRAMME TITLE: BSc Hons Property Investment, Appraisal and Development F/T 6793 BSc Hons Property Investment, Appraisal and Development with Diploma in Professional Practice F/T

More information

Develop an entrepreneurial approach to working supported by autonomous thinking and accountability.

Develop an entrepreneurial approach to working supported by autonomous thinking and accountability. COURSE SPECIFICATION COURSE TITLE: BSc (Hons) Culinary Arts Management PLEASE NOTE: This specification provides a concise summary on the main features of the course and the learning outcomes that a typical

More information

Teaching institution: Institute of Education, University of London

Teaching institution: Institute of Education, University of London PROGRAMME SPECIFICATION Doctor in Education Awarding body: Institute of Education, University of London Teaching institution: Institute of Education, University of London Name of the final award: Doctor

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION Programme Specification Section 1: Basic Data Awarding institution/body Teaching institution Faculty responsible for programme University of the West of England University of the West of England Faculty

More information

AWARDING INSTITUTION/BODY:

AWARDING INSTITUTION/BODY: B1: Programme Specification PROGRAMME TITLE: MSc in Applied Sport and Exercise Psychology/MSc Sport and Exercise Psychology (with PgDiploma exit award) PLEASE NOTE. This specification provides a concise

More information

PROGRAMME SPECIFICATION Final

PROGRAMME SPECIFICATION Final s PROGRAMME SPECIFICATION Final PART 1: COURSE SUMMARY INFORMATION Course summary Final award Intermediate award Course status Awarding body Faculty School Location of study/ campus Partner institution(s)

More information

Faculty of Humanities and Social Sciences

Faculty of Humanities and Social Sciences Programme Specification Doctor of Education (EdD) Valid from: September 2014 Faculty of Humanities and Social Sciences SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final

More information

Programme Specification Postgraduate Programmes

Programme Specification Postgraduate Programmes Programme Specification Postgraduate Programmes Awarding Body/Institution Teaching Institution University of London Goldsmiths, University of London Name of Final Award and Programme Title MA Counselling

More information

MSc Multimedia Systems and Communications Engineering. Programme Specification

MSc Multimedia Systems and Communications Engineering. Programme Specification MSc Multimedia Systems and Communications Engineering Programme Specification Introduction This Programme Specification is a concise summary of the main features of the MSc in Multimedia Systems and Communications

More information

POSTGRADUATE PROGRAMME SPECIFICATION

POSTGRADUATE PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Masters of Business Administration International (MBA International) Staffordshire University Staffordshire University

More information

Doctorates. Problems and proposals. CHE 13 August 2013

Doctorates. Problems and proposals. CHE 13 August 2013 Doctorates Problems and proposals CHE 13 August 2013 Purposes O To achieve greater clarity on the characteristics, form, nature and parameters of this qualification type O To achieve a greater level of

More information

All LJMU programmes are delivered and assessed in English. Psychology

All LJMU programmes are delivered and assessed in English. Psychology PROGRAMME SPECIFICATION Bachelor of Science with Honours in Applied Sport Psychology Awarding institution Teaching institution UCAS Code JACS Code Programme Duration Language of Programme Subject benchmark

More information

Course/programme leader: Tina Cartwright (from Sept 2014)

Course/programme leader: Tina Cartwright (from Sept 2014) PROGRAMME SPECIFICATION Course record information Name and level of final award: Name and level of intermediate awards: Awarding body/institution: Status of awarding body/institution: Location of delivery:

More information

Nottingham Trent University Course Specification MA Criminology

Nottingham Trent University Course Specification MA Criminology Nottingham Trent University Course Specification MA Criminology Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: School of Social Science/City Campus 3. Final

More information

Theses in Graduate Research Programmes

Theses in Graduate Research Programmes Page 1 of 27 Theses in Graduate Research Programmes ACADEMIC POLICY Approved by Academic Council on 23 April 2010 Version number: 1.39 Last updated: 7 May 2015 Page 2 of 27 CONTENTS 1. Introduction and

More information

Programme Specification. BA Early Childhood Studies (Top Up) Valid from: Sept 2015 Programme Code: X310

Programme Specification. BA Early Childhood Studies (Top Up) Valid from: Sept 2015 Programme Code: X310 Programme Specification BA Early Childhood Studies (Top Up) Valid from: Sept 2015 Programme Code: X310 CONTENTS SECTION ONE: GENERAL INFORMATION... 1 SECTION TWO: OVERVIEW AND PROGRAMME AIMS... 3 SECTION

More information

PROGRAMME SPECIFICATION MSc Psychology

PROGRAMME SPECIFICATION MSc Psychology PROGRAMME SPECIFICATION MSc Psychology 1. Awarding institution/body University of Worcester 2. Teaching institution University of Worcester 3. Programme accredited by British Psychological Society 4. Final

More information

Foundation Degree Contemporary Textiles. Foundation Degree Contemporary Fashion. Foundation Degree Design for Interiors

Foundation Degree Contemporary Textiles. Foundation Degree Contemporary Fashion. Foundation Degree Design for Interiors Foundation Degree Contemporary Textiles Foundation Degree Contemporary Fashion Foundation Degree Design for Interiors Abbreviated Programme Specification Containing Both Core + Supplementary Information

More information

(2) To enable students to understand the link between theoretical understandings of the field and policies and practices in a contemporary world;

(2) To enable students to understand the link between theoretical understandings of the field and policies and practices in a contemporary world; Nottingham Trent University Course Specification Basic Course Information 1. Awarding Institution: Nottingham Trent University 2. School/Campus: School of Social Sciences / City Campus 3. Final Award,

More information

Course Specification

Course Specification LEEDS BECKETT UNIVERSITY Course Specification MSc Sport and Exercise Science 2016-17 (SEMSC) Our courses undergo a process of review periodically, in addition to annual review and enhancement. Course Specifications

More information

UNIVERSITY OF ULSTER PROGRAMME SPECIFICATION. PgCert/PgDip/MSc in Healthcare informatics

UNIVERSITY OF ULSTER PROGRAMME SPECIFICATION. PgCert/PgDip/MSc in Healthcare informatics UNIVERSITY OF ULSTER PROGRAMME SPECIFICATION PgCert/PgDip/MSc in Healthcare informatics PLEASE NOTE: This specification provides a concise summary of the main features of the course and the learning outcomes

More information

Foundation Degree (Arts) International Hospitality Management

Foundation Degree (Arts) International Hospitality Management Foundation Degree (Arts) International Programme Specification Programme Code: 2C44 Programme valid from September 2014 Valid for delivery at: University of Derby Derby College (from September 2015) CONTENTS

More information

Knowledge and Understanding

Knowledge and Understanding PROGRAMME SPECIFICATION 1 Awarding Institution Newcastle University 2 Teaching Institution Newcastle University 3 Final Award MSc 4 Programme Title MSc Psychology (Foundations in Clinical and Health Psychology)

More information

Programme Specification

Programme Specification Programme Specification Where appropriate outcome statements have be referenced to the appropriate Benchmarking Statement (BS) Awarding Institution Teaching Institution Professional body accreditation

More information

De Montfort University. Course Template

De Montfort University. Course Template De Montfort University Course Template. Basic information Course Name: Doctorate in Health Science Course Code: PH92T Level (UG, PG): Postgraduate Doctorate Academic Period: 205 Faculty: HLS - Faculty

More information

MA in Health and Social Care

MA in Health and Social Care Programme Specification and Curriculum Map for MA in Health and Social Care 1. Programme title Health and Social Care 2. Awarding institution Middlesex University 3. Teaching institution Middlesex University

More information

PROGRAMME SPECIFICATION MA/MSc Psychology of Education and the MA Education (Psychology)

PROGRAMME SPECIFICATION MA/MSc Psychology of Education and the MA Education (Psychology) PROGRAMME SPECIFICATION MA/MSc Psychology of Education and the MA Education (Psychology) Awarding Institution: Institute of Education, University of London Teaching Institution: Institute of Education,

More information

PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION PROGRAMME SPECIFICATION 1. Programme Title BA (Hons) Counselling 2. Name of final Award (s) 3. Awarding body/institution 4. Teaching institution 5. Mode (s) of Delivery GENERAL INFORMATION BA (Hons) Counselling

More information

ROYAL HOLLOWAY University of London PROGRAMME SPECIFICATION

ROYAL HOLLOWAY University of London PROGRAMME SPECIFICATION ROYAL HOLLOWAY University of London PROGRAMME SPECIFICATION This document describes the Doctorate in Clinical Psychology. This specification is valid for new entrants and current students from September

More information

PGCert/PGDip/MA Education PGDip/Masters in Teaching and Learning (MTL) Programme Specifications

PGCert/PGDip/MA Education PGDip/Masters in Teaching and Learning (MTL) Programme Specifications PGCert/PGDip/MA Education PGDip/Masters in Teaching and Learning (MTL) Programme Specifications Faculty of Education, Law and Social Sciences School of Education December 2011 Programme Specification PG

More information

Programme Specification and Curriculum Map for MA International and Cross-Cultural Marketing

Programme Specification and Curriculum Map for MA International and Cross-Cultural Marketing Programme Specification and Curriculum Map for MA International and Cross-Cultural Marketing 1. Programme title MA International and Cross-Cultural Marketing 2. Awarding institution Middlesex University

More information

REPORT ON PROGRAMME VALIDATION/REVIEW Q 3. MSc in Information Technology Management and Innovation

REPORT ON PROGRAMME VALIDATION/REVIEW Q 3. MSc in Information Technology Management and Innovation REPORT ON PROGRAMME VALIDATION/REVIEW Q 3 Part 1 Programme details Proposed titles MSc in Information Technology Management and Innovation Nature and duration of programme DIT awards sought Classifications

More information

COURSE OR HONOURS SUBJECT TITLE: BSc Hons Information Technologies with/without DPP/DPP(I)/DIAS with CertHE and AB exit awards (FT)

COURSE OR HONOURS SUBJECT TITLE: BSc Hons Information Technologies with/without DPP/DPP(I)/DIAS with CertHE and AB exit awards (FT) UNIVERSITY OF ULSTER PROGRAMME SPECIFICATION COURSE OR HONOURS SUBJECT TITLE: BSc Hons Information Technologies with/without DPP/DPP(I)/DIAS with CertHE and AB exit awards (FT) BSc Hons Information Technologies

More information

Professional Doctorate in Criminal Justice (DCrimJ)

Professional Doctorate in Criminal Justice (DCrimJ) Professional Doctorate in Criminal Justice (DCrimJ) Programme Specification Primary Purpose: Course management, monitoring and quality assurance. Secondary Purpose: Detailed information for students, staff

More information

The educational aims provide the over-arching structure to the course, together with also establishing its key philosophical underpinnings.

The educational aims provide the over-arching structure to the course, together with also establishing its key philosophical underpinnings. PROGRAMME SPECIFICATION MSc Applied Sport Science 1 Awarding institution/body University of Worcester 2 Teaching institution University of Worcester 3 Programme accredited by N/A 4 Final award MSc 5 Programme

More information

Description of occupational therapy education in Europe

Description of occupational therapy education in Europe Description of occupational therapy education in Europe European Network of Occupational Therapy in Higher Education (ENOTHE) Council of Occupational Therapists for the European Countries (COTEC) Trondheim

More information

Date of Revision: October 2012 October 2013 December 2014 (to include all teaching institutions & updated regulations & Blended Learning mode)

Date of Revision: October 2012 October 2013 December 2014 (to include all teaching institutions & updated regulations & Blended Learning mode) POSTGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Final Awards: Intermediate Awards: Mode of Study: UCAS Codes: QAA Subject Benchmarks: Professional/Statutory Body:

More information

POSTGRADUATE PROGRAMME SPECIFICATION

POSTGRADUATE PROGRAMME SPECIFICATION POSTGRADUATE PROGRAMME SPECIFICATION Programme Title: Awarding Body: Teaching Institution: Final Awards: MSc International Accounting and Financial Management Staffordshire University Staffordshire University

More information

Quality assurance in masters education and research

Quality assurance in masters education and research Quality assurance in masters education and research EURASHE XVI Conference, Dubrovnik - April 2006 Dr Bryan Maguire Higher Education and Training Awards Council, Ireland bmaguire@hetac.ie Outline Who sets

More information

PROGRAMMME SPECIFICATION FOR MA in LEADERSHIP AND MANAGEMENT (HEALTH AND SOCIAL CARE SERVICES)

PROGRAMMME SPECIFICATION FOR MA in LEADERSHIP AND MANAGEMENT (HEALTH AND SOCIAL CARE SERVICES) PROGRAMMME SPECIFICATION FOR MA in LEADERSHIP AND MANAGEMENT (HEALTH AND SOCIAL CARE SERVICES) MA in LEADERSHIP AND MANAGEMENT (HEALTH AND SOCIAL CARE SERVICES) 1. Award 2. Route Management (Health and

More information

Master's degree characteristics

Master's degree characteristics Master's degree characteristics March 2010 The Quality Assurance Agency for Higher Education 2010 ISBN 978 1 84979 094 9 All QAA's publications are available on our website www.qaa.ac.uk Registered charity

More information

Doctor of Education - Higher Education

Doctor of Education - Higher Education 1 Doctor of Education - Higher Education The University of Liverpool s Doctor of Education - Higher Education (EdD) is a professional doctoral programme focused on the latest practice, research, and leadership

More information

MSc Forensic Psychology and Crime

MSc Forensic Psychology and Crime Programme Specification MSc Forensic Psychology and Crime Faculty of Health and Life Sciences CONTENTS Page No. Introduction Part 1: Programme Specification 1-9 Basic Programme information 10 Educational

More information

Programme Specification. MA Strategic Management and Leadership. Valid from: September 2015 Faculty of Business

Programme Specification. MA Strategic Management and Leadership. Valid from: September 2015 Faculty of Business Programme Specification MA Strategic Management and Leadership Valid from: September 2015 Faculty of Business SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award:

More information

Arts, Humanities and Social Science Faculty

Arts, Humanities and Social Science Faculty Masters in Teaching and Learning For students entering Part 1 in 2011/2 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification:

More information

Cleveland College of Art & Design BA (Hons) Fashion Enterprise Programme Handbook 2013-2014 1

Cleveland College of Art & Design BA (Hons) Fashion Enterprise Programme Handbook 2013-2014 1 Cleveland College of Art & Design BA (Hons) Fashion Enterprise Programme Handbook 2013-2014 1 BA (Hons) Fashion Enterprise Programme Handbook 2013-2014 Your Programme Handbook provides you with a range

More information

Programme Specification

Programme Specification School of Life and Medical Sciences Title of Programme: MSc Research in Clinical Psychology MSc Clinical Psychology Practice Programme Code: HHMCLP Programme Specification This programme specification

More information

Regulations for Research Programmes of Study (including new route PhD programmes)

Regulations for Research Programmes of Study (including new route PhD programmes) (including new route PhD programmes) Note: these Regulations should be read in conjunction with the University Code of Practice for the Quality Assurance for Research Programmes of Study. 1. Scope and

More information

Approved by: Senate December 2005. University Framework for Professional Doctorates

Approved by: Senate December 2005. University Framework for Professional Doctorates Approved by: Senate December 2005 University Framework for Professional Doctorates FRAMEWORK FOR PROFESSIONAL DOCTORATES Introduction The Professional Doctorates Task Group was established by the Graduate

More information

COURSE SUBJECT TITLE: MASTER OF BUSINESS ADMINISTRATION (MBA)

COURSE SUBJECT TITLE: MASTER OF BUSINESS ADMINISTRATION (MBA) B1.1 UNIVERSITY OF ULSTER PROGRAMME SPECIFICATION COURSE SUBJECT TITLE: MASTER OF BUSINESS ADMINISTRATION (MBA) PLEASE NOTE: This specification provides a concise summary of the main features of the course

More information

REGULATIONS AND CURRICULUM FOR THE MASTER S PROGRAMME IN INFORMATION ARCHITECTURE FACULTY OF HUMANITIES AALBORG UNIVERSITY

REGULATIONS AND CURRICULUM FOR THE MASTER S PROGRAMME IN INFORMATION ARCHITECTURE FACULTY OF HUMANITIES AALBORG UNIVERSITY REGULATIONS AND CURRICULUM FOR THE MASTER S PROGRAMME IN INFORMATION ARCHITECTURE FACULTY OF HUMANITIES AALBORG UNIVERSITY SEPTEMBER 2015 Indhold PART 1... 4 PRELIMINARY REGULATIONS... 4 Section 1 Legal

More information

PROGRAMME SPECIFICATION KEY FACTS. Programme name MRes in Actuarial Science

PROGRAMME SPECIFICATION KEY FACTS. Programme name MRes in Actuarial Science PROGRAMME SPECIFICATION KEY FACTS Programme name MRes in Actuarial Science Award MRes School Cass Business School Department or equivalent Research (Cass Business School) Programme code PSRMAC Type of

More information

Programme Specification 2015/16

Programme Specification 2015/16 Programme Specification 2015/16 1. Awarding body University of Surrey 2. Teaching institution (if different) N/A 3. Final award BSc (Hons) 4. Programme title/route/pathway International Events Management

More information