SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION:

Doctor of Philosophy in Occupational Science

SAQA QUAL ID	QUALIFICATION TITLE
122781	Doctor of Philosophy in Occupational Science
ORIGINATOR
Stellenbosch University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
-			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Doctoral Degree	Field 09 - Health Sciences and Social Services		Rehabilitative Health/Services
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Not Applicable	NQF Level 10	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Registered		EXCO 0526/24	2024-08-22	2027-08-22
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2028-08-22		2031-08-22

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

Purpose:
The purpose of the Doctor of Philosophy in Occupational Science is to provide opportunities for advanced studies and research in occupational science to develop original knowledge and/or conceptualise new research initiatives in the field of occupational science.

Learners will be required to complete independent research on an identified topic within the field of occupational science focusing on the complexities, lacunae and/or contradictions in the knowledge base of occupational science. The final research and findings will be reported either in the form of a full dissertation, via submission of articles or a submission that is a mixture of the first two.

Upon completion of the qualification, the successful learners will be able to:

Contribute to the development of original knowledge and/or conceptualise new research initiatives in the field of Occupational Science.

Conduct independent research into the complexities, lacunae and/or contradictions in the knowledge base of Occupational Science.

Evaluate and synthesise specialised knowledge and information in the field of occupational science critically and autonomously.

Clearly communicate findings of independent research in occupational science orally (through participation in scholarly debates).

Produce a substantial, independent, and in-depth written work within the field of occupational science and disseminate and defend the research findings and methodology used.

Demonstrate an in-depth understanding of occupational science as a conceptual foundation, and in doing so demonstrate intellectual independence, research leadership and management of development and research within the field.

Rationale:
Occupational Therapy, a relatively young profession, is undergoing rapid development, particularly in the study of human occupation, which falls within Occupational Science (OS). Countries, such as South Africa, in which the participation of people has been restricted by factors at human, community and societal level will benefit from research produced in OS to overcome barriers. OS research inevitably produces direct application value because of its focus on the interrelatedness of 'what people do' with their development, wellness, and ability to meet personal/family needs.

Occupational science is an established and rapidly growing international discipline that concerns itself with "the relationship between occupation and other phenomena such as health, quality of life, identity, social structures and policies" (Hocking, 2000:60). It is a "basic science devoted to the study of the human as an occupational being. As a basic science, it is free to pursue the widest and deepest questions concerning human beings as actors who adapt to the challenges of their environments via the use of skill and capacities organized or categorized as occupation" (Yerxa, 1993:5). Occupational scientists study people's activities, tasks, and roles across a broad spectrum of concerns such as "politics, spirituality, education, social structures, science and technology, the media, work, growth, development and creativity, and health from an occupational perspective" (Wilcock, 2001:416). They also investigate the influences of the environment and context on the occupational behaviour of people and populations by describing risk factors such as occupational deprivation, imbalance, and alienation (Wilcock 1998). Since occupational risk factors negatively influence the capacity of humans to realize their potential, attention is also given to the factors that promote occupational justice.

This field of academic investigation is concerned with the "economic, political and social forces that create equitable opportunity and the means to choose, organize and perform occupations that people find useful or meaningful in their environment" (Townsend, 1999). Occupational Science's focus is thus on alleviating factors that lead to occupational injustice and increasing participation opportunities. As a result, it fits not only within the goals of the Hope project that is underway at the institution but will prepare candidates for practice in South Africa and other countries where societal factors have contributed to participation barriers that restrict participation.

Occupational science provides a trans-professional lens hence broader access.

Candidates in health and social sciences who are interested in the bi-directional relationship between doing/participation and health/wellness and development as this pertains to individuals and communities, for example, a sociologist studying the impact of hopefulness on the career decisions of adolescents.

Candidates in engineering and the built environment who have an interest in contributing to the creation of inclusive environments that foster participation, for example, an engineer developing vehicle modifications to improve fitness to drive for older adults.

Candidates who are interested in applying and further exploring current professional knowledge to categories of occupation; work, leisure, the play of learning, for example, a human resource consultant interested in improving the representation of persons with disability in the workplace.

The need for a qualification is also informed by three learners who approached staff within the division to supervise them towards a PhD that falls within the field of Occupational Science, but who do not have an undergraduate occupational therapy qualification. Since these three candidates did not meet the minimum requirement of an OT degree, two went on to register their PhDs within Global Health in the Centre for Disability and Rehabilitation but have maintained their supervision from our division. This has a negative impact on the PhD outputs from the division that will grow further.

The institution intends to become a leader in Africa within the field of Occupational Science. No other institution across the continent offers a doctoral degree in Occupational Science. However, the study of how people in Africa live their everyday lives is an important field of research that has the potential to influence policy and practice.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Recognition of Prior Learning (RPL):
The National objective - to widen access possibilities for learners - will be used as a guiding principle in learner selection. The procedures for RPL within the Faculty of Medicine and Health Sciences apply according to the Faculty of Medicine and Health Sciences RPL and Credit Accumulation and Transfer (CAT) Guidelines.

RPL for access:

Access will be granted to candidates who demonstrate the capacity to complete the qualification successfully, even if this means providing academic/research support. Candidates who do not have clear research ideas will be guided in their selection of a research project.

RPL for access will be considered for learners who do not adhere to the minimum admission requirements i.e., a learner that completed an equivalent of an Honours degree but not a master's degree and has been working in the relevant field for at least 5 years.

Applicants applying for access via RPL will have to submit a portfolio of evidence to the Postgraduate Programme Committee of the Department of Health and Rehabilitation Sciences (DHRS).

The recommendation of this Committee will be referred to the Committee for Postgraduate Research (CPR), the Faculty Board of the Faculty of Medicine and Health Sciences (FMHS), and then the Senate of the University.

Applications for admission to postgraduate qualifications, the normal admission requirements may be waived based on prior learning, subject to the approval of the relevant faculty board. The approval must be recorded in the faculty board's communications to the Senate.

Entry Requirements:
The minimum entry requirement for this qualification is:

Master of Occupational Therapy, NQF Level 9.
Or

Master of Medicine in Occupational Medicine, NQF Level 9.
Or

Master of Nursing Science in Occupational Primary Health Care, NQF Level 9.
Or

Master of Nursing Science in Occupational Health, NQF Level 9.
Or

Master's degree in a cognate field, NQF Level 9.

RECOGNISE PREVIOUS LEARNING?

QUALIFICATION RULES

This qualification consists of the following compulsory modules at NQF Level 10 totalling 360 Credits.

Compulsory Modules, Level 10, 360 Credits:
Research: Dissertation, 360 Credits.

EXIT LEVEL OUTCOMES

1. Contribute to the development of original knowledge and/or conceptualise new research initiatives in the field of Occupational Science.
2. Demonstrate the ability to conduct independent research into the complexities, lacunae and/or contradictions in the knowledge base of Occupational Science.
3. Demonstrate the ability to evaluate and synthesise specialised knowledge and information in the field of occupational science critically and autonomously.
4. Demonstrate the ability to clearly communicate findings of independent research in occupational science orally through participation in scholarly debates.
5. Demonstrate the ability to produce substantial, independent, and in-depth written work within the field of occupational science and disseminate and defend the research findings and methodology.
6. Demonstrate an in-depth understanding of occupational science as a conceptual foundation, and in doing so demonstrate intellectual independence, research leadership and management of development and research within the field.

ASSOCIATED ASSESSMENT CRITERIA

The following Associated Assessment Criteria (AAC) are integrated across all the ELOs:

Apply expertise and critical knowledge in the field of Occupational Science.

Use an extensive range of information, observations, etc. to develop the research question and research findings.

Critically disseminate information and research findings.

Clearly and succinctly state the research problem and provide a set of specific hypotheses, predictions, or questions which the research will address.

Use theoretical frameworks clearly and consistently to analyse the findings, justify the conclusions and, where applicable, support recommendations.

Clearly and distinctively analyse results to either support or reject the hypothesis.

Utilise appropriate academic writing and referencing to formulate a clear, well-written thesis.

Deliver a dissertation that includes an introduction chapter, followed by several chapters outlining the research, followed by a discussion chapter of the research results of the whole dissertation, highlighting the scientific contributions of the study, followed by a conclusion and future directions. Clear articulation of the research question, findings, and related aspects in the field of Occupational Science during an oral examination or other discussions or debates is a requirement.

INTERNATIONAL COMPARABILITY

A doctoral degree in Occupational Science was the primary consideration in identifying comparable international occupational science qualifications. The search indicated that taught coursework was a substantial component of many courses, which is different to the planned research-focused qualification. The interdisciplinary nature of occupational science, which offered scope for a range of research projects, was a second key consideration. Based on these considerations, the PhD (Occupational Science) from the University of Southern California, United States of America, and the PhD offered by the Occupational Science and Therapy Department at Auckland University of Technology, New Zealand, were selected for comparison. The following descriptions will indicate the scope of the compared qualifications and identify similarities and differences between the international qualifications and the South African qualifications.

Country: United States of America
Institution: University of Southern California
Qualification Title: Doctor of Philosophy in Occupational Science
Credits: 60
Duration: 4 to 5 years full time
Entry Requirements:

A master's degree in a related field.

Learning outcomes:
After completing the qualification, successful learners will be able to:

Demonstrate effective and professional written, verbal, and non-verbal communication, from a personal and interpersonal perspective, in the delivery of occupational therapy services within an organizational environment.

Critique the validity of research studies and synthesize research literature to make evidence-based decisions.

Demonstrate the skills necessary to write a scholarly report in a format for publication and/or oral presentation of research findings.

Develop occupation-centred intervention plans for clients in current practice settings: adult physical rehabilitation, mental health, and paediatric settings.

Demonstrate and apply knowledge of current research to support occupational therapy interventions for emerging areas or practice in health promotion and disease prevention.

Design and implement a quality improvement project, a program evaluation, or a new occupational therapy program in the residency context.

Engage in strategies for ongoing professional development to maintain and expand skills in alignment with current practice standards.

Qualification structure:
The qualification consists of compulsory modules and elective coursework.

Similarities:

The University of Southern California (USC) and the South African (SA) qualifications require candidates who completed a master's degree in Occupational Science or a related field.

The USC and SA qualifications share similar learning outcomes.

Both qualifications include a doctoral dissertation with options to submit as a traditional thesis or use a hybrid model of publications and chapters.

Both qualifications include an oral examination.

Differences:

The USC qualification is completed over four years of full-time study while the SA qualification is completed over three years of full-time study.

The USC qualification has 60 credits whereas the SA qualification has 360 credits.

The USC qualification consists of compulsory modules and elective coursework while the SA qualification consists of a compulsory Dissertation and no elective coursework.

Country: New Zealand
Institution: Auckland University of Technology
Qualification Title: Doctor of Philosophy
NQF Level: New Zealand Qualifications Framework (NZQF) 10
Credits: 360 Points
Duration: 3 years full-time or 6 years part-time
Entry Requirements:
Must normally have completed the following in a discipline appropriate to the proposed research:

Master's degree with honours
Or

Bachelor's degree with honours (equivalent to 4 years of study)

The degree must normally have been gained at the standard of first-class or second-class (first division) honours from this University or a recognised equivalent.

Graduate attributes:
Doctoral candidates will attain knowledge, values and attributes which allow them to make significant contributions to their professional communities and societies through further high-quality research, and developments. A graduate of the Doctor of Philosophy will undertake advanced research, develop their careers personally and professionally, make significant contributions to societies and obtain (but not be limited to):

Advanced specialist/discipline knowledge that makes an original contribution to a particular field of enquiry and as appropriate to local and global communities.

A mastery of a body of knowledge, including a high level of understanding of conceptual and theoretical elements, in the field of study.

A high level of understanding and appreciation of the philosophical basis, and methodologies.
and characteristics of scholarship, research, and creative work in their field of study

An advanced ability to analyse information where relevant, using appropriate tools,
technologies and methods.

An advanced capacity for critical appraisal of relevant scholarly literature/knowledge

An advanced ability to initiate, design, conduct, sustain and report research.

Personal, professional, intellectual integrity respect, and understanding of the ethical
dimensions of research and scholarly activity and where appropriate demonstrate understanding of the Treaty principles in practice.

A critical understanding and appreciation of the acquisition of knowledge and professional learning for work practice.

Significant expertise through the research, practice/ work, leadership, or management roles in their field of study.

An advanced capacity to communicate ideas effectively to a range of audiences inside the field of study or discipline and to the wider community.

Confidence and knowledge to make critical commentary on relevant and topical issues in their field of study.

Similarities:

The Auckland University of Technology (AUT) and the South African (SA) qualifications are registered at Level 10 on the NZQF/SA NQF with 360 credits.

The AUT and SA qualifications take three years of full-time study.

Both qualifications accept candidates who completed the Master's degree for admission.

Graduates from both qualifications are expected to undertake advanced research, develop their careers personally and professionally, and demonstrate the social impact of their research.

Both qualifications culminate in the Dissertation, and they do not have coursework.

ARTICULATION OPTIONS

This qualification allows possibilities for horizontal articulation.
Horizontal Articulation:

Doctor of Occupational Therapy, NQF Level 10.

Doctor of Philosophy in Occupational Therapy. NQF Level 10.

Doctor of Philosophy in Psychology, NQF Level 10.

Doctor of Psychology, NQF Level 10.

Doctor of Medical Clinical Sciences, NQF Level 10.

MODERATION OPTIONS

N/A

CRITERIA FOR THE REGISTRATION OF ASSESSORS

N/A

NOTES

N/A

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

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