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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED QUALIFICATION: 

Master of Arts in Psychology 
SAQA QUAL ID QUALIFICATION TITLE
87168  Master of Arts in Psychology 
ORIGINATOR
Nelson Mandela 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  291  Level 8 and above  NQF Level 09  Regular-Provider-ELOAC 
REGISTRATION STATUS SAQA DECISION NUMBER REGISTRATION START DATE REGISTRATION END DATE
Registered-data under construction  EXCO 0324/24  2024-07-01  2027-06-30 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2028-06-30   2031-06-30  

Registered-data under construction

The qualification content is currently being updated for the qualifications with the status “Registered-data under construction” or showing “DETAILS UNDER CONSTRUCTION” to ensure compliance with SAQA’S Policy and Criteria for the registration of qualifications and part-qualifications on the National Qualifications Framework (NQF) (As amended, 2022). These qualifications are re-registered until 30 June 2027 and can legitimately be offered by the institutions to which they are registered.

 

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.  

PURPOSE AND RATIONALE OF THE QUALIFICATION 
The purposes of this qualification are:

1. to provide learners with specialised knowledge, skills, and attitudes (ethics) related to researching, describing, assessing, understanding, explaining and developing human functioning in a multi-cultural context;

2. to develop the benchmarking core and derived knowledge, assessment, professional ethics, research, consulting, and referral competencies to enable learners to meet the requirements of the Professional Board for Psychology of the Health Professions Council of South Africa for registration as a Research Psychologist;

3. to facilitate the application of the acquired specialised psychological assessment, research, referral and consulting knowledge, skills and attitudes to be able to function effectively as a Research Psychologist; and to contribute to equity and redress in the South African society by providing. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
For admission to the MA programme, the following requirements need to be met:

1. Assumptions of Learning in Place:

To be admitted to the M.A. qualification, learners must have acquired underpinning knowledge and skills related to the assessment and facilitation of human behaviour and development in the discipline and profession of psychology.

2.
To be admitted to the M.A. qualification, learners must have a four-year BPsych degree, or an equivalent qualification.

3. Personal Attributes:

As the MA qualification leads to professional registration, it is not only the underpinning assumptions of learning which need to be in place that must be considered on admission, but also the personal attributes and characteristics of a learner which are linked to suitability for professional training. Learners must thus be selected into the M.A. programme, based on their suitability for professional training. Information regarding a candidate`s suitability will be gathered from a variety of sources (e.g. academic and scholastic records, portfolios, referee reports, psychometric assessment and an interview). A programme panel, which includes community representation, will then reach a decision about a candidate`s suitability for professional training.

4. Recognition of Prior Learning

For admission to the programme, recognition of prior learning will be given to learners who do not have a four-year B Psych degree or an equivalent qualification but who have relevant practical or work-related experience. Such learners will need to provide evidence that they have the necessary advanced psychology knowledge and skills as well as research skills to enter masters level studies. Learners can provide this evidence by sitting for an examination compiled by the M.A. Psychology programme team, which taps their psychology knowledge base and by attending an interview with the programme team where they present and defend documented evidence related to their psychology knowledge base and intervention and assessment skills.

For recognition of prior learning in relation to the programme modules, learners must attend an interview with the programme team where they present and defend documented evidence that clearly demonstrates that they have achieved all, or some, of the outcomes of a module (or modules). 

RECOGNISE PREVIOUS LEARNING? 
Y 

EXIT LEVEL OUTCOMES 
Exit Level Outcomes

1. Specific outcomes:

By the end of this programme, learners will be able to:

1.1 Foundational Competencies:

1.1.1 Demonstrate a specialised understanding of the theoretical underpinnings of psychological assessment, as applied to individuals, groups, organisations and communities, within a multi-cultural context.

1.1.2 Demonstrate a specialised understanding of psychometric test theory as applied to the creation and standardisation of psychometric measures.

1.1.3 Demonstrate a specialised understanding of the epistemological underpinnings and historical development of both qualitative and quantitative research methodology.

1.1.4 Demonstrate a specialised understanding of research planning and practice.

1.1.5 Demonstrate a specialised understanding of the theoretical underpinnings of data analysis techniques.

1.1.6 Demonstrate an in depth understanding of how behavioural research methods as well as data collection and analysis methods are systematically applied to generate answers to human and organisational behaviour in a scientific way.

1.1.7 Demonstrate in depth knowledge of professional ethics in research practice, assessment and professional interactions.

1.1.8 Demonstrate specialised knowledge of the structuring of psychological and health-related services in South Africa as well as referral procedures.

1.2 Practical Competencies:

1.2.1 Demonstrate advanced consultation, negotiation, mentoring and supervision skills within group, individual and organisational contexts.

1.2.2 Demonstrate ethically acceptable behaviour in specialised psychological assessment, intervention, consulting and research situations.

1.2.3 Describe, explain and predict human and organisational functioning by using specialised assessment measures and theories.

1.2.4 Administer, score, interpret and integrate a variety of psychological assessment measures in specialised assessment contexts.

1.2.5 Demonstrate competence in conveying professional findings (including expert opinions) via written and verbal communication to clients, referral sources, and other professionals.

1.2.6 Demonstrate competence in a variety of consultative interactions with research clients.

1.2.7 Identify when the limits of their expertise and training have been reached and when to refer their client to another professional.

1.2.8 Demonstrate competence in planning, conducting and reporting on a research study that generates significant new knowledge as well as competence in implementing the findings.

1.2.9 Work effectively in a multi-disciplinary team in assessment and research contexts.

1.2.10 Demonstrate advanced competence in developing and managing a professional research practice.


1.3 Reflexive Competencies:

1.3.1 Generate a critical evaluation of specialised psychological assessment, consulting and research practice within the multi-cultural South African context.

1.3.2 Demonstrate a critical understanding of how the profession of psychology synergistically interacts with related professions.

1.3.3 Identify how their cultural background and values impact on the process of specialised psychological assessment, consulting and research practice.

1.3.4 Generate a reflexive awareness of the self as integral to both the research process and presentation of research findings.

1.3.5 Generate key communication competencies related to the user-friendly dissemination of research information.


2. Critical Cross-field Outcomes

2.1 Problem solving, critical and creative thinking: this outcome is embedded in all the specific programme outcomes through the process of critically evaluating theories and principles of human and organisational functioning and the advanced practice of psychological assessment, consulting and research within the multi-cultural South African context.

2.2 Working effectively as a member of a team: this outcome is specifically embedded in specific outcomes 1.2.1 to 1.2.10 through providing activities where learners will have to work together in psychological assessment, psycho-education, consulting and research contexts.

2.3 Self organisation and management: this outcome is embedded in outcomes 1.2.1 through to 1.2.10 and more specifically in 1.2.6, 1.2.8 and 1.2.10, through the process of developing professional, interpersonal, facilitative and self management skills while participating in activities related to specialised psychological assessment, consulting and research practice with diverse individuals, groups, organisations and communities.

2.4 Information processing, evaluation and generation: this outcome is embedded in all the specific programme outcomes through the processes of planning and implementation of appropriate research strategies, gathering specialised diagnostic and research information to describe, evaluate, understand and explain human functioning and the written, oral and electronic presentation of the information gathered.

2.5 Communicating effectively: this outcome is embedded in outcomes 1.2.1 through to 1.2.9 through the processes of describing, evaluating, understanding, explaining and facilitating human functioning and the skills required to function effectively in a research team.

2.6 Effective and critical use of science and technology: this outcome is embedded in all the specific outcomes through exposure to and the selection of appropriate methods and techniques for specialised psychological assessment, development and research within individual, group, organisational and community contexts.

2.7 Demonstrate a systemic understanding of the world: this outcome is embedded in all the specific programme outcomes through the acknowledgement that human and organisational behaviour can never be studied, assessed, described, explained and developed in isolation. From a meta-perspective, this outcome is specifically embedded in specific outcome 1.3.2 where critical reflection is used to evaluate the profession of psychology in relation to associated professions.

2.8 Reflecting on and exploring learning strategies: this outcome is embedded in specific outcomes 1.2.1 to 1.2.10 and 1.3.1 to 1.3.5 through activities that will require learners to reflect on how to apply their advanced understanding of human functioning to themselves and their development as well as how to incorporate this learning into their personal, professional and career development.

2.9 Citizenship: this outcome is embedded in all the specific programme outcomes through activities that facilitate the advanced understanding and assessment of effective human functioning and development.

2.10 Cultural and aesthetic sensitivity: this outcome is embedded in all the specific programme outcomes through activities where learners will explore and identify cultural factors in understanding and facilitating human behaviour and in the advanced practice of psychological assessment, intervention, consulting and research. From a personal perspective, in outcomes 1.3.3, 1.3.4 and 1.3.5 learners will reflect on how their own cultural background impacts on their understanding of human functioning and their application of psychological assessment, consulting and research in practice.

2.11 Exploring education and career opportunities: this outcome is embedded in specific programmes outcomes 1.2.1 through to 1.2.10 and 1.3.2 which introduce learners to contexts in which their specialised knowledge of human functioning and its assessment and development can be used in various work contexts or furthered in educational contexts.

2.12 Developing entrepreneurial opportunities: this outcome is embedded in specific programme outcomes 1.2.1 through to 1.2.10, which provides learners with the applied skills necessary to functional effectively and independently in work environments that require advanced knowledge and skills related to the assessment, development and facilitation of human functioning. 

ASSOCIATED ASSESSMENT CRITERIA 
The criteria for assessing learners are based on and embedded in the specific learning outcomes outlined above. In order to qualify learners must be able to:

1. Demonstrate in depth knowledge of the general principles and theories underpinning the scientific study of human functioning within a multi-cultural context.

2. Demonstrate in depth knowledge of the principles and theoretical underpinnings of psychological assessment, development, psychosocial well-being, and research.

3. Demonstrate appropriate written and oral community and presentation skills.

4. Demonstrate appropriate reflection, consulting, negotiation and policy-formulation skills within group, individual and community contexts.

5. Administer, score, interpret and report on a broad range of psychological assessment measure (including specialised measures) in an ethical and professional manner.

6. Explore and explain via research practice, behaviour in individuals, groups, and communities.

7. Conduct research projects in a professional and ethically acceptable manner.

8. Design, implement and evaluate psycho-education programmes in the process of action and community research.

9. Demonstrate interpersonal skills appropriate to the use of qualitative research practice.

10. Demonstrate appropriate skills related to when and how to refer a client to another professional.

11. Demonstrate appropriate research practice management, mentoring and supervision skills.

12. Demonstrate advanced research skills related to choosing a research problem, planning a study, conducting a study of significant scope, analysing the resultant information, reporting on the study, and implementing the findings.

13. Critically evaluate advanced psychological assessment, intervention, consulting, and research practice within the multi-cultural South African context.

14. Identify how their cultural background and values impact on the way in which they practice psychological assessment, consulting, and research.

15. Work effectively in a team with their peers, other professionals, and a supervisor / mentor in the practice of advanced psychological assessment, consulting, and research.


Integrated Assessment

The strategies that will be used to ensure that the specific and critical cross-field outcomes are achieved and that learners are able to integrate psychological theory and practice comprise:

1. Continuous assessment of the foundational knowledge competencies through tests, assignments, seminars and examinations (oral and written).

2. Continuous assessment and observation of practical competencies through simulations, role plays, case studies, presentations at case conferences or during educational / training activities and work placements (internship).

3. The development and presentation of at least two examination case studies related to the advanced practice of psycho-diagnostics, psychological assessment and research containing, as a minimum.

4. A summary of the psychological assessment measures for which specific training was received and expertise was developed during training.

5. A logbook of all the psychological assessment, consulting and research activities in which the learner was engaged during the practicum (work placement) in particular, but also generally throughout the course of the programme.

6. Comprehensive research reports in which the learner demonstrates competencies in the variety of research techniques encountered during training. Supporting evidence should be provided in the form of protocols, data bases and transcripts. Where necessary, research field notes should also be attached. 

ARTICULATION OPTIONS 
Horizontal articulation:

This qualification will articulate with MA Psychology (Academic / Research) at other universities such as Stellenbosch, Cape Town, Free State, RAU, Rhodes, UNISA, Pretoria, Natal, Wits, Pretoria, Western Cape, Durban-Westville and Zululand, provided that the final assessment and level of interpersonal functioning of the learner complies with their requirements.

Vertical articulation:

This qualification will also enable learners to undertake doctoral research for degree purposes. 

MODERATION OPTIONS 
1. Moderating body: The Professional Board for Psychology of the Health Professions Council oversees this qualification and conducts inspections every 3 to 5 years to evaluate whether the programme offerings and outcomes meet the minimum criteria that have been set for the training of Research Psychologists.

2. Programme moderation: Every three years an academic from another university will be invited to conduct an external audit of the programme.

3. Module moderation: The MA programme team internally moderates the assessment of each of the modules in the programme. The dissertation is externally examined by at least one external examiner. For the final integrative assessment at the end of each programme year and at the conclusion of the internship, an external examiner from another university forms part of the assessing panel. 

CRITERIA FOR THE REGISTRATION OF ASSESSORS 
The minimum criteria for assessors for the psychology modules in this programme are:
  • a masters degree in psychology;
  • registration with the Health Professions Council of South Africa as a psychologist;
  • at least three years teaching and/or professional practice experience.

    The minimum criteria for assessors for modules from other disciplines are:
  • a masters or doctoral degree;
  • relevant teaching, assessment and research supervision experience at a master`s and doctoral level;

    The minimum criteria for assessors for the Advanced Research Report (Dissertation / Journal Article) is a masters degree and at least two year`s experience in supervising masters research studies. 
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    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2009; 2012; 2015. 

    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.
     
    1. Nelson Mandela University 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.