Advisory Report. Accreditation European Master of Science in Occupational Therapy, part-time. Hogeschool van Amsterdam HvA

Transcription

1 Advisory Report Accreditation European Master of Science in Occupational Therapy, part-time Hogeschool van Amsterdam HvA

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3 Advisory Report Accreditation European Master of Science in Occupational Therapy, part-time CROHO nr Hogeschool van Amsterdam HvA Hobéon Certificering BV November 2009 Audit panel Ir. Fred de Bruijn Prof. Carolyn Baum, PhD Prof. dr. Synneve Dahlin Ivanoff Prof. dr. Elke Kraus Aislinn Pierse, BSc Coordinator Drs. Robert Stapert

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5 CONTENTS MANAGEMENT SUMMARY 1 OVERALL JUDGEMENT 3 I INTRODUCTION 5 Function of the advisory report 5 II APPROACH Composition audit panel 9 10 Decision rules 11 III FINDINGS AND JUDGEMENTS 1. Aims and objectives of the curriculum Specific requirements of the domain Master level Academic orientation Programme Academic requirements Consistency of the curriculum Workload Incoming students Credits Coherence of structure and contents Learning assessment Staff deployment Academic requirements Quantity of staff Quality of staff Services Facilities Tutoring Internal quality assurance 5.1. Evaluation of results Measures for improvement Involvement of staff, students, alumni and the professional sector Results Level achieved 6.2. Education performance IV GENERAL OVERVIEW 41 ANNEX I CURICULA VITAE MEMBERS OF THE AUDIT PANEL 43 ANNEX II PROGRAMME SITE-VISIT 53 ANNEX II PROGRAMME SITE-VISIT 55

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7 MANAGEMENT SUMMARY In this report the audit panel summarizes its findings with regard to the quality of the European Master of Science in Occupational Therapy OT, offered by the Hogeschool van Amsterdam. The audit panel is very impressed by the education and research performance of the school. Due to a demanding and well-designed OT programme, implemented in a strong international context by highly skilled lecturers, students are enabled to achieve a high level of academic and professional competences. The school s ambitions are far-reaching: (i) to further the development of OT practice in Europe, (ii) to further OT research, (iii) to educate highly skilled OT practitioners and researchers. Actually it is the audit panel s strong opinion, that the international (education & research) OT programme as well as the level achieved by the students correspond in every respect to these ambitions. The conclusion of the audit panel, therefore, is clear. The school s performance is strongly in line with its wide-ranging ambitions. So, the academic master course OT is fully qualified to be accredited by the NVAO. Hobéon Certificering Advisory Report Accreditation European Master of Science in Occupational Therapy HvA November

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9 OVERALL JUDGEMENT Topic 1 Aims and objectives of the curriculum: sufficient The judgement is sufficient, since all facets are judged positively. The aims and objectives, designed in strong cooperation with other leading European education institutes and translated into wide-ranging learning outcomes, fully reflect the importance of research and professional education by encompassing all significant aspects of OT research and OT practice. The prominent place of research throughout the set of learning outcomes shows that the academic dimension is fully secured. Topic 2 Programme: sufficient The judgement is sufficient, since the judgement on all facets is positive. The programme is well-grounded in both higher education and in OT research, clearly manifested in the consistent lay-out, the interactive study methods, the challenging assignments and the well thought-out contents of the OT programme. The professional methods, tools and contents of the learning assessments correspond with the demanding requirements students must meet in order to reach the master level the school is aimed at. Topic 3 Staff deployment: sufficient The judgement is sufficient, since the judgement on all facets is positive. The composition of the staff reflects both the strong academic focus of the master course and the international professional OT practice, being the context of the OT master course. From that the staff is fully equipped to ensure the quality of the OT master course and to implement the education- & research programme in an adequate way. Topic 4 Services: sufficient The judgement is sufficient, since the judgement on all facets is positive. Housing, physical infrastructure, communication infrastructure, education infrastructure, research infrastructure are in view of the course objectives, adequate and they fully meet the needs of both staff and students. Moreover, the school incorporated supervision throughout the programme carefully and effectively. Topic 5 Internal quality assurance: sufficient The judgement is sufficient, since the judgement on all facets is positive. The school fully implements the entire PDCA-cycle through well-focused evaluations leading to clearly defined measures for improvement. The school carefully monitors the realisation of the measures. Topic 6 Results: sufficient The judgement is sufficient, since the judgement on all facets is positive. The theses of students show, that the academic orientation and the professional focus are fully achieved at master level: far-reaching and deep in problem definition and problem area, logically designed & structured, methodologically well-founded, transparently elaborated and leading to verifiable outcomes. Hobéon Certificering Advisory Report Accreditation European Master of Science in Occupational Therapy HvA November

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11 I INTRODUCTION Function of the advisory report The function of this advisory report is twofold: the report gives an answer on the question whether the quality of the academic master course Occupational Therapy, provided by the Hogeschool van Amsterdam (HvA) meets the requirements set out by NVAO, being the Accreditation Organisation of the Netherlands and Flanders. Secondly, this report includes the audit panel s advice to NVAO to accredit the master course concerned. Starting point of the audit panel s inquiry was the comprehensive Self Evaluation Report (the socalled Management Review) with regard to: European Master of Science in Occupational Therapy, part time CROHO registration European Master of Science in Occupational Therapy OT Partnership The Master of Science programme Occupational Therapy (OT) began as a cooperative venture between occupational therapy education programmes in four countries: Karolinska Institutet (Sweden), University College Sjælland (Denmark), Hogeschool van Amsterdam (The Netherlands) and University of Brighton (United Kingdom). In February 2008, Zurich University of Applied Science, Winterthur, Switzerland became the fifth member of the consortium. Each institution contributes to the design, delivery, assessment and evaluation of the programme. All institutions are represented in the Board of the European Master of Science in Occupational Therapy. Overview of the (90 ecs) master programme Although the below figure shows the structure of the enhanced curriculum, it retains many features of the current curriculum. For example, a unique feature of both curricula is that each module combines theoretical topics within occupational therapy (OT) and occupational science (OS) with scientific method and theory, developing both in synchrony. The first year modules combine distance/independent learning and face-to-face contact. Each participating institution is responsible for a module, which means that the students live, learn and experience the culture of each country. The research project, resulting in the thesis is planned and carried out in the second year, by students in their home country with academic supervision. Module 1 United Kingdom Module 2 Denmark Module 3 Netherlands Module 4 Switzerland OT/OS content Research content Research design skills Exploring basic concepts Epistemological and ethical issues Identification of a possible within OT/OS and critique of research researchable area, and initial search of the literature Institutional and societal aspects of occupation Sociological and anthropological methodologies, searching and analysis of literature Exploratory qualitative methodology Measuring methods and evaluating interventions with quantitative methodology Summary of the literature, leading to a tentative research question Individual and cultural aspects Defining qualitative questions and of occupation choosing methods to match Evaluation of occupational Defining quantitative questions and performance and intervention choosing methods to match outcomes The endpoint of this process is the starting-point of the fifth and sixth module that represents the synthesis of knowledge about the relation between occupation, health and well-being and research methodologies Module 5 Sweden Module 6 student s country Targeted critical appraisal of background knowledge of occupational therapy or science to justify and analyse the place of their own project within the knowledge-field Deepening understanding of occupation through conducting a research project under supervision Development of a research plan with specific research methodological knowledge including aims for a project Analysing the results of the project and discussing findings in relation to previous occupational knowledge. Form a manuscript for a scientific journal, with an extended literature review and discussion Defending the research plan in a seminar and serving as an opponent for a fellow student s plan Presenting and defending the results in a seminar, orally, and discussing these with an audience Hobéon Certificering Advisory Report Accreditation European Master of Science in Occupational Therapy HvA November

12 Previous audits The audit is part of a quality enhancement system that started in June 1999 with the ex-ante validation of the Dutch Validation Council (DVC). During the last five years the programme has successfully undergone two evaluations. The first was the formal accreditation by the NVAO in 2004 and the second was the internal audit by the Central Staff Department Quality and Accreditation of the Hogeschool van Amsterdam in The strengths and the weaknesses identified in these reviews are briefly summarized below. NVAO audit 2004 The strengths included the professional and academic focus on occupation which met the demands for more evidence-based practice; and the importance of occupation to health and quality of life in a European context. The research qualities of the staff and the specific research training offered by the programme were also commended. The areas in need for improvement regard 1. the assessment: validity and criteria; 2. management processes, being too informal; 3. the involvement of the alumni, being too thin. Internal audit 2008 The internal audit in September 2008 also identified strong points and made suggestions for enhancement. The strong points were: the commitment of students and graduates, the cohesive staff team, the connection between students and staff, the drop-out and success rates, the responsive quality process and the high rate of publications of the graduates and the number of students that pursue their studies with a PhD. The three main required improvements regard 4. the strategic and guiding power of the Board, being too little developed; 5. the embedding of the exam board, being unclear; 6. the learning outcomes/competences, being not sufficiently specified. Measures for improvement The audit panel checked whether the school (i.e. the consortium) has implemented measures to improve the above 6 topics. Sub 1 Assessment: the school (i.e. the consortium) rearranged both the assessment lay-out and the assessment criteria in such a way that the assessments now strongly are focused on the intended learning outcomes as described in the different modules. The exams / tests the audit panel inspected, show that in that respect the school has made a considerable step forward to enhance the validity of the assessments, which also is evident from the module evaluations by students. Moreover, the school has sharpened the criteria. They now explicitly refer to requirements with regard to research design & -methodology. Sub 2 Management: The current managerial structure of the consortium shows that a clear distinction has been made between the different authorities, responsibilities and tasks of the governing and managing bodies. This furthers both the strategic and guiding power of the Board and the streamlining of the internal management processes. Sub 3 Alumni: The consortium is preparing an alumni policy to be discussed with the alumni in November In the meantime the consortium organised two alumni events (2006 and 2008) both of which were connected to international occupational therapy conferences. Finally, every four years alumni are formally surveyed by an independent agency (Kohnstamm Institute). This is for the consortium a useful way to get substantial feedback from the alumni. The audit panel thinks that the current links with the alumni already are sufficient and well-used. It depends on the results of the planned November meeting whether the alumni network will be strengthened. Sub 4 The Board: See the findings sub 2. Sub 5 The Exam Board: The consortium redesigned the examination regulations in particular with regard to (i) the lay-out of exams and assessments and (ii) the authority, responsibility, tasks and composition of the exam board. The audit panel thinks that the requirements for the different layout of exams and assessments correspond to the different nature of the particular learning goals. Hobéon Certificering Advisory Report Accreditation European Master of Science in Occupational Therapy HvA November

13 The power and independence of the Exam Board are also well established, now. As far as the composition is concerned the audit panel would recommend to bring in a representative from the professional field. Sub 6 Learning outcomes: In the Self Evaluation Report, march 2009 and in the Student Handbook the intended learning outcomes are fully elaborated (at module level) in specific competences. The audit panel thinks that the OT programme now has a set of objectives that really is workable as a directive framework to the structure and contents of the programme. From January 2010 the intended learning outcomes across all modules will be rephrased in order to make the terminology more consistent. Hobéon Certificering Advisory Report Accreditation European Master of Science in Occupational Therapy HvA November

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15 II APPROACH NVAO Assessment Framework The assessment of the master course Occupational Therapy is focused on the topics and facets from the NVAO Assessment Framework. The audit panel used the NVAO standards to determine whether the quality of the master course Occupational Therapy is sufficient. Prior to the actual accreditation inquiry, Hobéon Certificering discussed the NVAO Assessment Framework with the school in order to avoid any misunderstanding about the range, the impact and the interpretation of the topics, facets and standards. Course-specific reference framework The audit panel assessed the course-specific reference framework and the panel thinks it covers all aspects of a course Occupational Therapy at academic master level. See also sub facet 1.1. Scrutiny of Documents Through examining the below documents the panel gained a good insight in the design and contents of the OT programme and in its educational and organisational context. Self Evaluation Report 2009 Annual Reports 2006, 2007, 2008 Memorandum of Cooperation Board Policy Document Student Handbook Student Handbook (draft) Module Study Guides o Module 1 (September 2008) o Module 2 (November 2008) o Module 3 (February 2009) o Module 4 (May 2008) o Module 5 (September 2008) Programmes optional symposia Examination Regulation Letter of Endorsement from WFOT, COTEC and ENOTHE External Examiners Report List of Staff and their CV s List of Guest Lecturers Profile of Cooperating Institutions Advisory Committee Reports (November 2005; May 2008) Staff Development Plan List of graduates publications List of graduates pursuing a PhD 20 Theses, including examination forms Minutes (2006, 2007, 2008) o student and staff meetings o student panel meetings o staff meetings (theses progress) o workshops staff o board meetings Alumni and Employers Survey (SCO Kohnstamm Institute, 2005 and 2009) The panel tested its findings against matters like: ambition, innovative capacity, quality assurance, professional relevance, focus on results, continuity and students and staff s interests. Prior to the site-visit the audit panel informed the school about the outcomes from the analysis of documents. Hobéon Certificering Advisory Report Accreditation European Master of Science in Occupational Therapy HvA November

16 Audit Composition audit panel 1 Chair Experts Student Coordinator Fred de Bruijn, MSc Prof. Carolyn Baum, PhD Prof. dr. Elke Kraus Prof. dr. Synneve Dahlin Ivanoff Aislinn Pierse, BSc Robert Stapert, MA In the framework of the Dutch accreditation system Fred de Bruijn chaired already many audits in different areas. De Bruijn, graduated from Wageningen University, has a large experience in the innovation of higher (professional) education, in particular in the engineering & technology domain. At present Carolyn Baum is (among other things) Elias Michael Director and Professor in Occupational Therapy and Neurology, Washington University School of Medicine, St. Louis, USA. She also is member of many committees in several domains relevant to OT. (For example: (i) Rehabilitation Advisory Council, Barnes, Jewish Rehabilitation, (ii) Center for Aging Executive Committee.) From 2004 till 2007 she was President of the American Occupational Therapy Association. At present Elke Kraus is (among other things) professor Physio- and Occupational Therapy at Alice Salomon University of Applied Sciences, Berlin. Teaching areas: Clinical Reasoning, Evidence-based Practice, Diagnostic and Treatment approaches, Supervision of theses and practice-based projects, Theory and theoretical Models, History of Occupational Therapy. At present Synneve Dahlin Ivanoff is (among other things) professor Occupational Therapy, Göteborg University, senior lecturer Institute of Neuroscience and Physiology, Sahlgrenska Academy at Göteborg University, head of the research platform Elderly, their health care, nursing care and social service, the Vårdal Institute, Göteborg and Lund University and member of the board of Specialist Council for the Association of Occupational Therapist. At present Aislinn Pierse, graduated from Department of Occupational Therapy, Trinity College Dublin. BSc in Occupational Therapy (Honours) is preparing final MSc dissertation in Advanced Healthcare Practice, University College Cork, Ireland. She is also working as Senior Paediatric Occupational Therapy HSE-South, Cork. In the framework of the Dutch accreditation system Robert Stapert was involved in very many audits, both as education expert and as coordinator. Stapert, graduated from Nijmegen University, has a large experience (in the Netherlands and in Central Europe) in the design of higher professional education and in quality assurance systems within higher education. Lay-out The lay-out of the audit was focused on an active check and verification through interviews with all relevant stakeholders. 2 During the site-visit the audit panel discussed all topics and facets from the NVAO Assessment Framework. Most topics and facets have been discussed several times with different stakeholders: e.g. management, students, exam board, lecturers, other staff. By doing so, the audit panel could check the real value of the information from the documents and could verify the statements and information given by the discussion partners. Housing and infrastructure has been checked via a guided tour. Moreover, during the site-visit the audit panel examined (among other things) the following additional documents: 1 Curricula Vitae (excerpts): Annex I. 2 Site-visit: 16 June Programme of the site-visit: Annex II. Hobéon Certificering Advisory Report Accreditation European Master of Science in Occupational Therapy HvA November

17 The contracts between universities and universities of applied science concerned. Alumni Policy Paper Student Tracking System PR Plan 2004 Accreditation Report Master Qualifying Courses Brochure So, the audit panel had sufficient and appropriate tools to inform itself in a very detailed way on the design, the contents, the implementation of the course, on the actual learning outcomes, on the staffing and on the facilities. Output The audit panel s findings from the scrutiny of document and from the interviews during the sitevisit touch all topics and facets laid down in the NVAO Assessment Framework. These findings result in a specific judgements on every facet and in an overall judgement on each topics. The audit panel included the findings and judgements in a draft report that has been sent to the school for a check on possible incorrectness and/or misunderstandings. The present report describes the audit panel s judgements as well as their justifications. Decision rules According to NVAO s decision rules a topic only can be judged as insufficient or sufficient. A facet can be judged as insufficient, sufficient, good or excellent. Taking into account these rules, Hobéon Certificering applied the below additional rules: Topic The overall judgement is sufficient, only if a) all facets of the topic concerned are judged at least sufficient or b) only one facet of the topic concerned is judged insufficient provided that there is a sound and reliable project for the improvement of that particular facet. The overall judgement is insufficient, only if a) only one facet is judged insufficient and no reliable project for the improvement of that particular facet is available; b) two or more facet are judged insufficient no matter whether a reliable project for the improvement of these facets are available or not. Facet Here the audit panel has the possibility to make its own considerations. Basic principle: a) implementation and practice are more relevant and more important than policy & theory; better well functioning rules, poorly laid down, than in the reverse. b) primary processes (teaching, coaching, assessment) are more important than supporting processes (organisation, information). Bonus If the audit panel thinks a topic is qualified to be judged more than sufficient the topic concerned will get a bonus according to the below rules: Bonus good, only if a) all facets of the topic concerned are judged good or b) one facet is judged sufficient whilst the other facets are judged at least good. Bonus excellent, only if a) all facets of the topic concerned are judged excellent or b) one facet of the topic concerned is judged good whilst the other facets are judged excellent. Please note: if one facet is judged insufficient, the topic concerned is not qualified for a bonus. Hobéon Certificering Advisory Report Accreditation European Master of Science in Occupational Therapy HvA November

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19 III FINDINGS AND JUDGEMENTS 1. Aims and objectives of the curriculum 1.1. Specific requirements of the domain The intended learning outcomes of the programme correspond to the requirements set by professional colleagues, both nationally and internationally and the relevant domain concerned (subject/discipline and/or professional practice). Findings The aims and objectives for the European Master of Science in Occupational Therapy (hereinafter referred to as the OT programme ) were originally developed by the academic staff in consultation with colleagues from the European Network of Occupational Therapy in Higher Education (ENOTHE) and the professional field through the Council of Occupational Therapists for European Countries (COTEC). In 1999, the programme was endorsed by these European organisations and also by the World Federation of Occupational Therapists (WFOT). These endorsements were renewed in The European Master was one of the first Master of Science programmes for occupational therapists in Europe. As such, the programme has contributed to formulating Master level standards for other programmes. In 2007, the OT programme staff were invited to contribute to the formulation of the Master level competencies by the Tuning project group. This is a EU initiative that was implemented by ENOTHE. The Tuning process involves setting the standards for the design and delivery of Bachelors, through Masters to PhD level across Europe. ENOTHE did this work for occupational therapy. The aims were updated as the mission and vision for the programme in the Board policy. The general programme aim remains the same: to develop the quality of occupational therapy by supporting the academic development of occupational therapy and occupational science in Europe and beyond. The vision has been refined to incorporate a broader international dimension as well as the European perspective, to reflect the increasingly international cohort. From January 2010 onwards, the intended learning outcomes will be described using a single framework and the same terminology. This framework is competency/outcomes based and combines the Dublin Descriptors and the SOLO 3 taxonomy. This change was made for three main reasons. Firstly, European policy now promotes consistency across higher education through the Bologna Declarations and the Tuning Process. These are intended to make academic degree standards and quality assurance procedures more comparable throughout Europe. Secondly, the number of different concepts used to express the aims, objectives, intended learning outcomes and indicative module aims in the current student handbook were criticised in the 2008 internal audit. Thirdly, this is part of a change process that started with framing the Dublin Descriptors into a competency based curriculum. This competency based approach was piloted with the cohort. It makes the academic levels more transparent and also allows the core subjects occupation, participation, culture and society, internationalization and research to be at the centre of the curriculum. The next stage is to integrate the Dublin Descriptors with the SOLO taxonomy to offer a consistent terminology and to demonstrate progress in scientific thinking throughout the programme. 3 SOLO: Structure of Observed Learning Outcomes. Hobéon Certificering Advisory Report Accreditation European Master of Science in Occupational Therapy HvA November

20 The OT programme is directed at 5 general aims covering the following fields: appropriate research, implications of European legislation & policy for OT, fostering cooperation in OT research projects, European dimension in OT, OT and health. From that the consortium derived some 17 specific professional competences which indeed correspond to the above 5 fields the OT programme is aimed at. Finally these competences have been translated into intended learning outcomes, being the educational focus of the OT programme. Judgement: good The audit panel motivates their judgement as follows. The consortium, being eo ipso an international cooperative, has designed the aims and objectives of the curriculum in strong cooperation with other leading European educational institutes (via ENOTHE) and professional bodies (via COTEC). The active involvement of both international higher education and the professional field is really a strong point, since this makes the aims and objectives internationally relevant. The aims and objectives are periodically validated by ENOTHE, COTEC and the World Federation of Occupational Therapists WFOT, resulting in the endorsement of the OT programme. This shows that from higher education point of view and from professional point of view the aims and objectives of the curriculum (and even the programme) are well-grounded. The aims and objectives fully reflect the importance of research and professional education. (Evidence based practice.) Both components are prominently incorporated. The aims and objectives encompass all significant aspects of OT (research and practice) and they reflect the different stages of OT development in different countries. The aims and objectives are translated into intended learning outcomes, specified across all modules. Although the consortium will rephrase these learning outcomes, the audit panel thinks that the current ones (June 2009) already are sufficiently directive to the programme structure and -contents and to the assessments as well. Recommendation The current aims do not explicitly refer to the significant effects of OT practice on health and labour participation. The consortium should incorporate this element in the aims. Hobéon Certificering Advisory Report Accreditation European Master of Science in Occupational Therapy HvA November

21 1.2. Master level The intended learning outcomes of the programme correspond to the general, internationally accepted descriptions of a Master s qualification. Findings The consortium has carefully matched all intended learning outcomes with the so-called Dublin Descriptors. The below chart shows these linkages. (Typical master key-words in italic.) Dublin Descriptors Master level - general educational aims 1. Knowledge and understanding provide a basis or opportunity for originality in developing or applying ideas in a research context 2. Applying knowledge and understanding through problem solving abilities in new or unfamiliar environments within broader contexts 3. Making judgments demonstrates the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete data and requires being capable of critical analysis 4. Communication of their conclusions and the underpinning knowledge and rationale to specialist and non-specialist audiences Final requirements/competencies for the current OT- programme Students can identify, formulate, plan, develop and conduct semi-independently occupational therapy research, choose appropriate methodological and analytical tools to analyse and interpret data (using quantitative and qualitative approaches). Students have demonstrated the ability to improve and innovate practice, and to determine the fundamental issues of occupational therapy, through the study of occupational science, namely the form, function, and meaning of occupation. Students are able to apply knowledge and understanding (of appropriate research methodology and methods) that leads to originality in identifying, formulating, planning, developing and conducting, semi-independently, occupational therapy research. Students are committed to improving and innovating practice and services based on current theories of occupational theory, a deeper understanding of EU social and health care legislation, in relation to other systems and effective practice. Students apply scientific methods in practice, and critically appraise strategies which enable practitioners to manage change and promote quality care. Students have the ability to integrate knowledge from their own and other professions and handle complexity. Students critically appraise literature in order to evaluate the relationship between occupation, occupational therapy (quality of care), culture, and health and well being. Students analyse and compare the professional role of occupational therapy practice and research in different countries within the wider context of healthcare settings and demonstrate a broad and deep vision of a European dimension of occupational therapy in relation to other visions. Students demonstrate a broad and deep vision of occupational therapy and are better able to determine the fundamental issues within occupational therapy. Students possess cross-cultural competences and are able to evaluate the effects of different cultures on occupation and health. Students can communicate their knowledge and understanding through a final thesis that consists of an article prepared for publication in a scientific journal, plus an extended introduction and reflective conclusion. Students present their study, conclusions, knowledge and the underpinning rationale at a presentation conference. Students initiate and/or co-operate in joint research projects within Europe. 5. Learning to study in a manner that may be largely self-directed or autonomous Students have skills such as self-reflection, clinical reasoning and the ability to manage complex problems. Students use their knowledge and understanding of OT theories and research methodologies and methods, independently and autonomously. Students learn to evaluate and develop their own practice. Students are able to innovate teaching and learning in occupational therapy in different countries, using an innovative philosophy of education. Actually the above chart makes clear the correspondence between all learning outcomes and the master indicators. But even without this chart the intended learning outcomes show that the range (research and professional, social & personal development) and the complexity (depth of knowledge and understanding) indeed meet the master standard. See the key-words in italic. Judgement: good The audit panel motivates their judgement as follows. The range and depth of the aims and objectives (i.e. the intended learning outcomes) fully reflect the master indicators the Dublin Descriptors refer to. The prominent place of research throughout the set of learning outcomes shows that the academic dimension is fully secured. Hobéon Certificering Advisory Report Accreditation European Master of Science in Occupational Therapy HvA November

22 1.3. Academic orientation The intended learning outcomes are derived from requirements set by the scientific discipline, the international scientific practice and, for programmes to which this applies, the practice of relevant professional field. An academic master has the qualifications to conduct independent research or to solve multidisciplinary and interdisciplinary questions in a professional field for which academic higher education is required or useful. Findings As the audit panel already mentioned (sub facet 1.2.) research is an integral part of the set of intended learning outcomes. The same goes for every module, culminating in the semiindependent project conducted in the final module (see figure in the Introduction). The term semiindependent means that the research is done under the supervision of a researcher. Students are responsible for all stages, from gaining ethical approval to reporting the findings in the thesis: the ultimate proof of the scientific standard and the academic orientation. Supervisors support student learning as they conduct the research. Independent research is viewed by the participating institutions as the province of trained researchers, meaning those with doctorate. Judgement: good The audit panel motivates their judgement as follows. All aspects of research (ethics, design, methodology, conducting, reporting, presentation) are fully integrated in the entire scope of the intended learning outcomes. The academic orientation is solidly anchored. Hobéon Certificering Advisory Report Accreditation European Master of Science in Occupational Therapy HvA November

23 2. Programme 2.1. Introduction The current modular structure, with five modules is shown in the below chart. Four modules are hosted by the participating institutions in Sweden, Denmark, the Netherlands and the United Kingdom. The final module, the research project is conducted in student s own country with distance supervision. Overview of the current programme, module titles, research theme and summative assessments. Module 1 Sweden 10 ECTS Module titles Scientific theory & methods in occupational therapy Stages of research Research methods Assessments Research outline Review research paper Module 2 Denmark 10 ECTS Occupational therapy in the European context Scientific argumentation Literature review Position paper Literature review Module 3 Netherlands 10 ECTS Human occupation and culture in Europe Data collection and analysis Research report Research project Module 4 UK 10 ECTS Evaluating occupational therapy in Europe Research proposal Presentation Research proposal Module 5 Student s country 50 ECTS Implementing occupational therapy research in Europe Conduct research and write thesis Thesis; written & oral examination The curriculum review in drew upon feedback from relevant stakeholders particularly students, staff, external examiners, alumni and the Advisory Committee. The refinements recommended were to: Embed the skills of problem-based learning (PBL) into the first module. Describe the intended learning outcomes using a competence framework, which combines the Dublin Descriptors and the SOLO taxonomy. Retain the integration of specialist, disciplinary content with specific aspects of the research process in the first four modules. Introduce action learning groups focusing upon research across the first four modules. Widen and broaden the research methodologies studied, especially designs appropriate for outcomes research. Divide the theses into two modules, with module five comprising more intensive, in-depth preparation and module six, conducting the research under supervision. Reduce the number of summative assignments per module from two to one, so students can explore a topic in more depth and demonstrate the competences/learning outcomes. Clearer differentiation between formative and summative assessment. Hobéon Certificering Advisory Report Accreditation European Master of Science in Occupational Therapy HvA November

24 The refinements have been incorporated in the enhanced curriculum starting from January The main structural difference is that there will be six rather than five modules. See the below overview: Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 University of Brighton University College Sjælland Amsterdam University of Zurich University of Applied Karolinska Institutet Student s country United Kingdom Denmark Applied Sciences The Netherlands Sciences Switzerland Sweden 12 ECTS 12 ECTS 12 ECTS 12 ECTS 12 ECTS 30 ECTS Week 2-12 Week Week Week 46-7 Week 8-18 Week 19-4 Wk 3-4 class work January Exploration of concepts of Occupation and Research Preparatory work Class work: Introduction to OT-EuroMaster: competence based teaching and assessment Concept of occupation Epistemology Ontology (philosophy underpinning science) Ethics Critical appraisal of literature Wk class work April Societal and scientific aspects of OT & OS Preparatory work Class work: Occupational therapy & occupational science in community and health care Societal and sociological perspectives on occupational performance and health Demography Implementation Critical review of literature and position papers Wk class work August Scientific reasoning about Human Occupation, Diversity, Culture and Participation Preparatory work Class work: Occupation and participation in relation to culture and diversity Autonomy of people in the society and health care services Explorative scientific methods Epistemology of qualitative research Qualitative research methods Wk class work November Evaluating and Enhancing Occupational Performance Preparatory work Class work: Measuring occupational performance Technology and environment influencing occupational performance Development of assessments Evaluating intervention programs Evaluating interventions. Quantitative research methods Wk 18 Exam + class work April Planning a research project within the body of knowledge of the OT discipline Semiindependent research plan Master classes Literature review as background study Research plan Methodological master classes connected to the research plans Wk 4 Examination January Conducting a research project within the OT discipline Semiindependent research Data collection Data Analysis Discussion on results Synthesize the material to a master thesis Assessment Critical literature review Action Learning Group Reflections on own research interests Assessment Position paper Action Learning Group Reflections on possible research questions Assessment A report on a small scale qualitative study Action Learning Group Reflections on different research designs Assessment A report on a small scale quantitative study Action Learning Group Reflections on own research plan and method Assessment Research plan Oral presentation Action Learning Group at a distance Portfolio from Action learning Group Assessment Thesis Oral presentation Action Learning Group at a distance As peer review Hobéon Certificering Advisory Report Accreditation European Master of Science in Occupational Therapy HvA November

25 2.2. Academic requirements The students develop their knowledge through the interaction between education and research within the relevant discipline. The curriculum corresponds to current developments in the relevant discipline(s) by verifiable links with current scientific theories. The programme ensures the development of competences in the field of research. Where appropriate, the curriculum has verifiable links with the current relevant professional practice. Findings Interaction with professional field To ensure relevance, the master s programme maintains a close exchange between practice and research. This is done through a very active participation (in fact, through taking the lead) in professional networks such as COTEC, ENOTHE and WFOT and attending and guiding national/international conferences. There are also formal mechanisms such as the Advisory Committee, the external examiners and follow-up surveys of alumni and their employers. Extra optional symposia about on-going research by doctoral and post-doctoral staff are organized in all modules. These symposia are open to local occupational therapists as well as students. The aim is to broaden the perspective of students and encourage inter-change between practice, research and education. The programme is supported by an international Advisory Committee, comprising delegates from the four countries and alumni. A delegate from Switzerland will be appointed in due course. This committee was established to ensure that the master s programme is relevant to the needs of future employers and to obtain feedback from society. In May 2008 the committee recommended that the new curriculum reflect innovations and anticipated developments related to technology, demography, globalisation, implementation science, new emerging areas in the way that occupational therapy is organized and delivered, and environmental and ecological concerns. The audit panel examined the new ( enhanced ) curriculum and the panel ascertained that these recommendations and the recommendations from the curriculum review in have been incorporated in the 2010 curriculum. Moreover, the feedback from students, staff, external examiners and the Advisory Committee resulted in a broader scope of research methodologies. In particular this regards the quantitative methods in order to even more assure that the graduates have the skills (i) to put their knowledge (and the findings from their research) into their own practice and (ii) to contribute to the development of OT in their own countries. Interaction with field of research One benefit of the consortium is the networking between participating institutions with different research functions. These functions include generating and applying knowledge and developing research capacity. An example of the generating knowledge is the research group at the Karolinska Institutet (KI). This is one of the largest in the world within the discipline; most of the occupational therapy staff have PhDs and there are 18 doctoral students. A function of the Knowledge Centres at the University College-Sjælland (Næstved), the Amsterdam University of Applied Sciences Amsterdam and Zurich University of Applied Science (Winterthur) is to develop research capacity. These centres are funded to develop research programmes in the allied health professions, to support doctoral students and to implement evidence-based practice in education and the professional field. Allied health profession research at the University of Brighton recently received a high grade in the national Research Assessment Exercise. Support within the consortia is offered in a variety of ways including joint supervision of PhD-students and by providing academic services in form of part-time research positions, for example in Amsterdam (Research Director, supervisor) and Zurich (Module coordinator). Another benefit of the consortium of five higher education institutions in different countries is that students are exposed to, and have the opportunity to share information about national health care systems and occupational therapy, adding European and international dimensions. Hobéon Certificering Advisory Report Accreditation European Master of Science in Occupational Therapy HvA November

26 The teaching strategies are designed to promote this exchange and develop insight into practice in different countries, for example by collecting data in the preparatory phase for presentation during the module contact time. This enhances perspectives, especially when some students are experiencing challenging times in their countries. Such challenges have included living and working in war-stricken countries like the former Yugoslavia, Georgia or Kenya. Judgement: excellent The audit panel motivates their judgement as follows. The mere fact that the OT programme has been designed and is offered by an international consortium of universities, leading in OT education and leading in research determines the basic feature of the OT programme: well-grounded in international higher education and in research clearly manifested in the lay-out, study methods assignments and contents of the OT programme. Through the consortium s leading role within COTEC, ENOTHE and the International Advisory Committee in the design and in the assessment of the OT programme, the lay-out and contents of the OT programme are solidly rooted in the professional field. The consortium evidently applies the input from the above bodies in the process of redesigning the curriculum: the so-called enhanced curriculum is one of the results of these frequent consultations. In short: the consortium evidently plays a leading role in both OT practice and OT research. Hobéon Certificering Advisory Report Accreditation European Master of Science in Occupational Therapy HvA November

27 2.2. Correspondence between the aims & objectives and the curriculum The curriculum is an appropriate realization of the intended learning outcomes of the programme and this regards the level, the orientation and the discipline-specific requirements. The intended learning outcomes are adequately transferred into the educational goals of the curriculum or parts thereof. The contents of the curriculum ensure the students achievement of the intended learning outcomes. Findings The intended learning outcomes are visible in the curriculum, especially the strong connection between the research process and occupational therapy/occupational science. In the Self Evaluation Report the consortium presents a matrix which gives an overview of the correspondence between the objectives (17 competences) and the current curriculum. The below concise excerpt indicates how the consortium made these linkages. Final requirements/competencies Module 1 Module 2 Module 3 Module 4 Module 5 Introduction and challenging assumptions of OT practice in Europe Critical evaluation as a basis for OT Practice and research Students can identify, formulate, plan, develop and conduct semi-independently occupational therapy research, choose appropriate methodological and analytical tools to analyse and interpret data (using quantitative and qualitative approaches) Students have demonstrated the ability to improve and innovate practice, and to determine the fundamental issues of occupational therapy, through the study of occupational science, namely the form, function, and meaning of occupation. Students are able to apply knowledge and understanding (of appropriate research methodology and methods) that leads to originality in identifying, formulating, planning, developing and conducting, semiindependently, occupational therapy research. Students critically appraise literature in order to evaluate the relationship between occupation, occupational therapy (quality of care), culture, and health and well being. Students demonstrate a broad and deep vision of occupational therapy and are better able to determine the fundamental issues within occupational therapy. Exploration of Occupational Science and societal theoretical frameworks relevant to OT Applying research skills to appreciate culture diversity in relation to OT On basic level Explore Deepening knowledge Introduction to Explore Identify and formulate Deepening knowledge Identify, formulate and plan Critical appraise Critical appraise Critical appraise evaluating Designing Demonstrate formulate and plan own Critical appraise develop questions Synthesis master level knowledge and skills. Through supervision of theses X X X X X Through examining the particular modules the audit panel checked the correspondence between the intended learning outcomes and the actual learning goals. Although the wording of the learning goals not always is consistent to the wording of the learning outcomes, the correspondence turns out to be evident. Together the learning goals (and apart from that the assessments too) reflect the entire spectrum of the 17 competences. Moreover the audit panel observed, that the blending of research and professional domain is found in every (!) module (contents and assessments), which again shows a correspondence between the curriculum and the intended learning outcomes. This blending cannot be achieved in a pick and mix curriculum design. So, the consortium retained the coherent, sequential cohort design. The audit panel thinks this is a strong point of the curriculum structure. One might suggest that the OT programme could be done by e-learning with the advances in technology, but the consortium believes that the potency of students and staff meeting together and sharing knowledge are central to human learning. The audit panel shares this idea. Hobéon Certificering Advisory Report Accreditation European Master of Science in Occupational Therapy HvA November