SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Master of Arts: Psychology: Research

SAQA QUAL ID	QUALIFICATION TITLE
15219	Master of Arts: Psychology: Research
ORIGINATOR
Rand Afrikaans University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Master's Degree	Field 07 - Human and Social Studies		General Social Science
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	256	Level 8 and above	NQF Level 09	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 2663/05	2006-07-01	2009-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2010-06-30		2013-06-30

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

The primary purpose of this qualification is to provide qualifying learners with advanced skills in relevant fields of Psychology which should enable them to enter a science-based career. Learners should further display competence in the application research methodology and the communication of research findings.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

To enrol for this qualification, potential learners need to demonstrate the following competences:

o A strong and cohesive knowledge foundation in general Psychology;
o A knowledge foundation for applied research in general Psychology on a postgraduate level;
o Analytical, interpretive and integrative skills which have practical value for the society as a whole;
o The ability to reflect on Psychology and its applications in various contexts.

The learner should be in possession of an Honours degree in Psychology or a B Psych degree.

Recognition of prior learning

Potential learners who want to be credited for prior learning and/or experience for a particular module or modules, need to apply in writing to the Departmental Chairperson of the department offering the module or modules the learner wishes to be credited for, clearly stating the title(s) of the module or modules they want to be credited for, as well as the basis on which they believe the accreditation should be granted.

The principles of RPL are subscribed to and will be implemented in a flexible manner. The principle of flexible and open access will, however, be offset against the provision that this is not to the detriment of the potential learner and that his/her chances to succeed must be reasonable.

The Committee will assess learners' competencies in order to determine whether they are eligible for a) access, to b) advanced placement in, or c) recognition of status for this qualification.

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

The learners should be able to:

1. Demonstrate their ability to identify and solve problems correctly in the field of Psychology by applying the relevant theoretical principles and reflecting on the application made (problem solving skills);

2. Plan and exercise research in the field of Psychology, including the gathering, analyzing, synthesizing and interpretation of information on Psychology related issues by utilizing the theoretical research principles and reflecting on the research undertaken (research skills);

3. Communicate effectively both orally and in writing (eg. report writing) with the different role-players in the field of Psychology by applying the theoretical principles of communication and reflecting on the application made (communication skills)?

4. Developed an accountable theoretical and practical macro vision of Psychology internationally, provincially/regionally and locally (development of macro vision);

5. Organize and coordinate resources and opportunities effectively and responsibly in the field of Psychology by applying the relevant theoretical aspects and reflecting on the application made (including entrepreneurship, where relevant), as well as accept responsibility for their own activities in the field of Community Psychology (entrepreneurship/responsibility skills)?

6. Practise acceptable social sensitivity in their relationships with others and work effectively in a team by implementing the relevant theory and reflecting on the implementation thereof (teamship);

7. Utilize appropriate technology (computer, e-mail, fax, psychometric tests) effectively in the Psychology environment (technological and environmental literacy);

8. Explore different effective learning strategies to acquire the different capabilities of a practitioner in the field of Psychology (explore learning strategies);

9. Promote responsible citizenship through their approach/attitude/ethics towards the holistic application of Psychology related skills (promoting citizenship);

10. Practise acceptable social, cultural and aesthetic sensitivity towards the people of different communities and the role players in the field of Psychology by applying the theoretical principles and reflecting on the application made (cultural and aesthetic sensitivity);

11. Acquire acceptable employment seeking skills for entry into the different sectors of the field of Psychology by applying the theoretical principles of employment seeking skills and reflecting on the application thereof (employment seeking skills);

ASSOCIATED ASSESSMENT CRITERIA

The learner can: / Does the learner:

1. Do the learners demonstrate their ability to identify and solve problems correctly in the field of Psychology by applying the relevant theoretical principles and reflecting on the application made (problem solving skills)?

2. Can the learners plan and exercise research in the field of Psychology, including the gathering, analyzing, synthesizing and interpretation of information on Psychology related issues by utilizing the relevant research principles and reflecting on the research undertaken (research skills)?

3. Can the learners communicate effectively both orally and in writing (e.g. report writing) with the different role-players in the field of Psychology by applying the theoretical principles of communication and reflecting on the application made (communication skills)?

4. Have the learners developed an accountable theoretical and practical macro vision of Psychology internationally, provincially/regionally and locally (development of macro vision)?

5. Are learners able to effectively organize and coordinate resources and opportunities effectively and responsibly in the field of Clinical Psychology by applying the relevant theoretical aspects and reflecting on the application made (including entrepreneurship, where relevant), as well as accept responsibility for their own activities in the field of Psychology (entrepreneurship/responsibility skills)?

6. Can the learners practise acceptable social sensitivity in their relationships with others and work effectively in a team by implementing the relevant theory and reflecting on the implementation thereof (teamship);

7. Are the learners able to utilize appropriate technology (computer, e-mail, fax, psychometric tests) effectively in the Psychology environment (technological and environmental literacy)?

8. Are the learners able to explore different effective learning strategies to acquire the different capabilities of a practitioner in the field of Psychology (explore learning strategies)?

9. Are the learners able to promote responsible citizenship through their approach/attitude/ethics towards the holistic application of Psychology related skills (promoting citizenship)?

10. Are the learners able to practise social, cultural and aesthetic sensitivity towards the people of different communities and the role players in the field of Psychology by applying the theoretical principles and reflecting on the application made (cultural and aesthetic sensitivity)?

11. Do the learners demonstrate the acceptable employment seeking skills for entry into the different sectors of the field of Psychology by applying the theoretical principles of employment seeking skills and reflecting on the application thereof (employment seeking skills)?

INTEGRATED ASSESSMENT

Continuous assessment practices form an integral part of the design of this qualification. Learning outcomes are made explicit to learners and there is a coherent assessment strategy in place for each module, with a fair balance between formative and summative assessment strategies.

Formative assessment practices that will be implemented

Learners are continuously assessed via supervision.

Summative assessment practices that will be implemented

Integrated assessment, focusing on the achievement of the exit-level outcomes will be done by means of a written dissertation and article after completion of an extensive research project. The dissertation is examined by external examiners and the article is reviewed by subject specialists.

ARTICULATION OPTIONS

Access to qualifications on a lower level

Articulation is possible with related certificate, diploma and degree qualifications.

Access to qualifications on the same level:

Learners who are (or have been) registered for this (or related) qualification at another higher education institution will be allowed, with the permission of the Dean of Arts, to enter mid-stream, given that rules of access have been compiled with. Such learners will therefore be credited for prior learning.

Access to qualifications on a higher level:

Having obtained this qualification, the following possibilities for further study in higher education programme exist:

Ph D, D. Phil or D Psych degree at any higher education institution which offers a Psychology programme.

MODERATION OPTIONS

External processes:

External examiners will be appointed for all NQF level 8 modules by the Dean of the Faculty concerned, on the recommendation of the department in which NQF level 8 modules are taken.

External examiners and the institutions they represent:

One external examiner per NQF level 7 module will be appointed. External examiners will be selected from other higher education institutions or from the ranks of practising professional people outside of academia.

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Criteria regarding formal qualifications that assessors should have:

Formal qualified assessors should have at least a Master's degree in the related field of study and/or be regarded as competent to act as an assessor by the academic community.

Criteria regarding job or learning area experience

Assessors should have at least 2 years of job related or learning area experience to be able to act as an assessor on an NQF level 8 module.

Criteria regarding experience of or exposure to assessment:

An assessor needs to have prior assessment experience and/or be trained I assessment practises on higher education level:

As part of qualifying as an education and training practitioner, or

through a mentoring process, or

through on job training

through additional study of a unit standard or qualification on assessment.

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006.

NOTES

This MA with endorsement qualification is registered as a separate qualification only with SAQUA. At the Department of Education it is not registered separately, but is included in the registration of the generic MA

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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