SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Doctor of Literature and Philosophy: Psychology

SAQA QUAL ID	QUALIFICATION TITLE
16340	Doctor of Literature and Philosophy: Psychology
ORIGINATOR
Rand Afrikaans University
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
Was CHE until Last Date for Achievement			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Doctoral Degree	Field 07 - Human and Social Studies		General Social Science
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	360	Level 8 and above	NQF Level 10	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 is replaced by:

Qual ID	Qualification Title	Pre-2009 NQF Level	NQF Level	Min Credits	Replacement Status
73884	Doctor of Philosophy in Psychology	Level 8 and above	NQF Level 10	360	Complete

PURPOSE AND RATIONALE OF THE QUALIFICATION

The primary purpose of this qualification is to provide qualifying learners with advanced skills of an international standard in relevant fields of Psychology. Learners should display competence in conducting in-depth, independent, problem-based research of an original nature.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

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

A broad-based strong and cohesive knowledge foundation in Psychology;
Competence in the application of fundamental research methodology and the communication of research findings;
Analytical, interpretive and integrative skills which have practical value for the society as a whole;
The ability to reflect on Psychology and a demonstration of holistic view of Psychology and its applications in various contexts.

The learner should be in possession of a Master's degree in Psychology.

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 departmental offering the module or modules the learner wished 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, be offset against the provision that this is not 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 the ability to identify to and solve problems in the field of psychology by applying the highly advanced theoretical principles correctly and reflect on the application made (problem solving skills)

2. Plan and exercise highly advanced research in the field of psychology, including the gathering, analysing, synthesizing and interpretation of information on industrial psychology issues, correctly by using the relevant research principles and reflecting on the research taken (research skills)

3. Communicate effectively orally and writing at (e.g.report writing), with the various role players in the field of psychology by applying the theoretical principles of communication and reflecting on the application and reflecting on the application made (communication skills)

4. Develop accountable theoretical and practical macro vision of advanced psychology internationally, nationally, provincially/regionally and locally (development of macro vision)

5. Organise and coordinate resources and opportunities effectively in the field of psychology by applying relevant theoretical aspects and reflecting on the application (including entrepreneurship where relevant) as well as accept responsibility for their own activities iin the field of Psychology (entrepreneurship, self-responsibility skills)

6. Practise accept social sensitivity with others and working 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 effecting learning strategies to acquire different skills within the field of psychology (explore learning strategies)

9. Promote responsible citizenship through their approach towards the holistic application of management capabilities within the field advanced psychology (promoting citizenship))

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

11. Acquire acceptable employment seeking skills for entry into different sectors of the psychology by utilizing theoretical principles of employment seeking and reflecting on the application thereof? (employment seeking skills)

ASSOCIATED ASSESSMENT CRITERIA

1. Do the learners demonstrate the ability to identify and solve problems in the field of research psychology by applying the highly advanced theoretical principles correctly and reflect on the application made? Are learners able to supply new concepts and explanations where relevant (problem solving skills)?

2. Can the learners plan and exercise highly advanced research in the fields of psychology , including the gathering, analysing, synthesizing and interpretation of information on industrial psychology issues, correctly by using the relevant research principles and reflecting on the research undertaken? (research skills)

3. Can the learners communicate effectively orally and writing at an advanced level with the various role players in the field of psychology by applying the theoretical principles of communication and reflecting on the application and reflecting on the application made? (communication skills)

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

5. Are the learners able to organise and coordinate resources and opportunities 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 psychology? (entrepreneurship, self-responsibility skills)

6. Can the learners practice accept social sensitivity with others and working effectively in term 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 effecting learning strategies to acquire different skills within the field of psychology (explore learning strategies)?

9. Are the learners able to promote responsible citizenship through their approach/attitude towards the holistic application of psychology? (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 acceptable employment seeking skills for entry into different sectors of the advanced psychology by applying the highly advanced theoretical principles of employment seeking and reflecting on the application thereof (employment seeking skills)?

INTEGRATED ASSESSMENT
Continuous assessment practices form an integral part of the design of this qualification. Learners 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 and by presentation at seminars.

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 thesis and article after completion of an extensive research project. The thesis is examined by internal and external examiners and an article is reviewed by subject specialists.

ARTICULATION OPTIONS

Access to qualification 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 a related) qualification at another higher education institution will be allowed, with the permission of the Dean of Arts, to enter mid-stream, given that the rules of access have been complied with. Such learners will therefore be credited for prior learning.

Access to qualification on higher level:

Postdoctoral qualifications may be pursued by learners.

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 level 8 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 an assessor should have:

Formal qualified assessors should have at least a Doctorate 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 experience:

Assessors should have at least 3 years of job related or learning area experience to be able to act as assessors 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 in assessment practices on higher education level:

q as part of qualifying as an education and training practitioner, or
q through a mentoring process, or
q through on the job training or
q 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 D Litt et Phil with endorsement qualification is registered as a separate qualification only with SAQA. At the Department of Education it is not registered separately, but it is included in the registration of the generic D Litt et Phil.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

When qualifications are replaced, some of their learning programmes are moved to being recorded against the replacement qualifications. If a learning programme appears to be missing from here, please check the replacement.

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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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