DrDearbhú Cáilíochta agus Cáilíochtaí Éireann
Quality and Qualifications Ireland
Validation Report of Expert Panel
Part 1 General Information
ProviderDublin Business School
Date of Visit25June 2014
Programme Submitted for ApprovalMSc in Applied Psychology
Leading to the AwardMaster of Science in Applied Psychology
Programme Recommended for ApprovalMSc in Applied Psychology
Leading to the AwardMaster of Science in Applied Psychology, Level 9, 120 ECTS
Panel of Experts
Name / Role/Area of Expertise / OrganisationMr David Denieffe / Chair, Quality Assurance / Registrar, Institute of Technology, Carlow
Dr Sinead Smyth / Behavioural Psychology / School of Nursing and Human Sciences, Dublin City University
Dr Aine McKenna / Psychology / Dundalk Institute of Technology
Dr Arlene McKenna / Employer and learner perspective / PhathomHQ Training Limited
Ms Roisin Sweeney, Secretary / Validation / QQI
SUMMARY
The Expert Panel (the Panel), having reviewed the documentation presented by Dublin Business School (DBS) (The College) and considered the responses of the programme team during the course of the evaluation meeting, recommend approval of the Master of Science in Applied Psychologyto QQI, for a period of five years, subject to the QQI Executive satisfying itself that the conditions identified herein have been fulfilled. The Panel also requires that the College give consideration and respond to the recommendations, which have also been identified herein.
Part 2: Findings of the Panel
2.1 Introduction
Dublin Business School is an independent third level institution offering programmes in higher education and training and a range of professional programmes on full time and part time basis. It is a wholly owned subsidiary of Kaplan Incorporated. The College currently has two academic schools (School of Arts, School of Business and Law) and the proposed programme sits within the School of Arts. In the psychology field the College already has a range of programmes validated including:
HIGHER DIPLOMA IN ARTS in Psychology, Level 8, 90 ECTSBACHELOR OF ARTS (HONOURS) in Psychology, Level 8, 180 ECTS
2.2 Examination of the Programme
2.2.1 Education and Training Requirements
The College presented the rationale for this 1 year full time and 2 year part time programme and where it fits into DBS’s strategy. DBS has been involved in delivering psychology programmes at undergraduate level for 14 years. Both of its Level 8 programmes are recognised by the Psychological Society of Ireland (PSI). The College has a range of Masters programmes but this is the first in Applied Psychology and it reflects a natural progression for the College. It will look to develop a Master in Occupational Psychology in the future.
The aim of the proposed programme is toenable graduates develop the knowledge,skill and competence to pursue a career in applied psychology and/or to progress to more specialised postgraduate professional courses in Psychology or PhD research.The College further explained that the applied nature of the programme will give students the research skills to construct initiatives, design policy and apply psychology to solve problems in a range of areas.
The Panel was satisfied that the programme was consistent with the College’s mission, that it does not constitute redundant provision and that it makes efficient use of resources. The Panel was also satisfied with the College’scase onthe rationale for the programme and the research undertaken, including the consultation with industry, before the programme was proposed to QQI.
2.2.2 Protection of Enrolled Learners
Validation of a programme of education and training pursuant to Section 45 of the Education and Training Act 2012 is subject to QQI being satisfied that the provider concerned has arrangements in place in accordance with QQI policy on Protection for Enrolled Learners. The Provider will complete the specific PEL documentation and submit it to the QQI Executive. Confirmation of PEL arrangements is required in advance of validation being formally granted.
2.2.3 Quality Assurance in Teaching and Learning
There was discussion on the benchmarking of the programme to alternatives and the programme design and development process. There had been wide ranging discussion, consultation, focus groups and feedback taken into consideration. The programme team had looked at how to situate this Masters and believe of an MSc in Applied Psychology is timely.
The Panel heard how the submission had been developed and approved internally as a result of the application of the College’s quality assurance procedures. The Panel was satisfied that those procedures had been applied to the development of the proposed programme and that quality assurance mechanisms are in place to ensure its provision, monitoring and review.
2.2.4Programme Titles and Award Titles
Following discussion, the Panel was satisfied that the title of the programme is clear, accurate and fit for the purpose of informing prospective learners and other stakeholders. The Panel was satisfied that the proposed title of the programme also encompasses the Council’s related named award title.
The programme title is:
MSc in Applied Psychology
Leading to the award of:
Master of Science in Applied Psychology, (Level 9, major award, 120 ECTS)
2.2.5Ethics
It is expected that providers will have procedures in place to ensure that any teaching and learning or research activity at any level shall be conducted in a manner that is morally and professionally ethical.
2.3 Particular Aspects of Programme Provision
2.3.1 Unity
The Panel discussed the Programme Learning Outcomes (PLOs). It was acknowledged that one could see Level 9 language around critical thinking but it was not so clear how the PLOs map back into module aims. There seems to be more in the modules than was reflected in Programme Learning Outcomes. The College outlined how the PLOs were devised, based on the science standards and also the programme team looked at the graduate attributes and worked back from there.
The programme design is consistent with the QQI’s Policy on Accumulation of Credits and Certification of Subjects. The programme has an underlying unifying theme and the modules are bonded by linkageswhich are either implicit or explicit. It was also clear how the standards of knowledge, skill and competence, determined by the national science standards for the named award at Level 9 to which the programme proposes to lead, evolve throughout the programme as a whole.
2.3.2. Teaching and Learning
The proposed approaches to teaching and learning were indicated and justified.The Panel queried why the Dissertation is not spread throughout programme. The College outlined the approach to be taken including the research proposal, research plan, and the support classes available e.g. library supports. The Panel then acknowledged that it appears from the explanation given that the Dissertation is threaded throughout the programme but it’s not reflected in the programme document.
2.3.3 Teacher-Learner Dialogue
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The Panel asked whether full time and part time classes would mix but the College confirmed there is no cross delivery, except where site visits occur. Students are proactive at setting up their own Facebook groups, and involvement in the college Psychology Society.
The modes of interaction between the teaching staff and the learners were elaborated upon satisfactorily
2.3.4 Learner Assessment
The Panel discussed the assessment strategy for the programme. The Panel noted that group work is very much emphasised. It is not reflected in the overall programmes aims, yet it is possible that up to 25% of students credits are based on group work. The College advised that there is an established process to manage group work including guidelines and this may not be evident in the programme document. The Panel considered that it would be difficult for students to sit on a number of different groups, interact and produce quality work. The time commitment alone would be significant.
The volume of assessment in the programme was discussed with reference to the number and type of assessment instruments. The College acknowledged that it has to balance the volume across the year. It looks at the student experience and the impact of assessment. It noted that the institutional assessment strategy is to start with low risk assessment. Students are given dates for publication of assessment, submission of assessment and feedback on assessment.
The programme’s learner assessment methods are fully elaborated and consistent with the QQI’s policy on fair and consistent assessment. The assessment methods are capable, amongst other things, of demonstrating attainment of the standards of knowledge, skill or competence, determined by QQI, for the related award.
2.3.5 Standards/Learning Outcomes
The Panel explored how the science standards were used in mapping the programme to Level 9. In some modules the aims and outcomes appear to reflect a stepping stone to Master’s level rather than Master’s per se.The College contended that the content is geared to MastersLevel. Mandatory modules go beyond what is learned at Level 8, are more scientific and evidence based. Applied Neuroscience and Life Transition bookend the programme. There was discussion with the programme team on their approach to content and focus of it.
The Panel considered all modules in the programme and made comment or raised queries on some in particular as follows:
Applied Neuroscience: The Panel sought clarification on the aims and learning outcomes. The latter relate better to level 9 than the former. The aims should be reviewed to reflect Level 9. Discussion also took place on the assessment strategy, the number of people involved and their roles.
Life Transition and Interventions: There was discussion as to what a student is expected to be able to do having completed the module. The College described the potential career paths. The Panel considered that it was not clear that evidence based practice is found in the module nor how students can adapt their knowledge and skills.
Professional Issues and Ethics in Applied Psychology: The Panel probed the differentiation between Level 8 and Level 9 in the module. The College outlined that it was a step up in level, included debates, would have practitioners involved and would make students think about their role. The Panel noted that there appeared to be double assessment and this should be reviewed. It was noted that a Special Regulation may be required to make this pass/fail given the ethical aspects of the module.
Advanced Research Methods and Analysis: There was discussion on the type and availability of data sets for students. The Panel considered that Learning Outcome 2 was not assessed. The focus of the assessment is on the Dissertation but there is a need to assess for other reasons too. The Panel also noted that it was not evident that action research and qualitative research is reflected in the module. The module is mapped to the Dissertation module but is not necessarily reflective of what students would need to go out into workplace. Sinead; los are not well reflected in the assessment.
The Psychology of Motivation and Productivity:The Panel noted Learning Outcome 5 could be expanded to include implementation and also reflecting on effectivenessof actions. It also noted that the core texts were not current for this domain of learning.
Occupational Health Psychology:There was discussion on how group work will be implemented and the College outlined the process. The Panel noted that Learning Outcome 2 might be difficult to achieve and so needs further consideration.
Leadership and Organisational Development: The Panel sought clarification on the teaching strategy as the applied nature of the module is not clear. The College described the approach to be taken, including involvement of industry experts. The Panel pointed out that emotional intelligence not mentioned.
Psychometric Assessment: The College confirmed that staffisqualified to deliver psychometric testing. The Panel pointed out that the module descriptor is ambiguous and it should not give students the impression they can go straight to registration with a psychometric body. The College confirmed that the focus will be on interpreting test results not on students devising their own tests. The Panel noted that the content needs to reflect Level 9 and be clearly different to what would be done at Level 8. It was suggested to include more information on: the type of assessments students have access to, referencing college resources in relation to standardized psychometric instruments; type of workshops;factors to be considered when selecting an instrument including factor structure, reliability, validity and internal consistency. The content could be linked to the ethics module but this is not evident in the document. The Panel pointed out practical application as a significant component of the module.
Public and Community Health: There were no issues with this module
Addiction and Rehabilitation: The Panel queried using a Reflective Journal in assessing Learning Outcomes 1-3.
2.3.6 Access, Transfer and Progression
The Panel reviewed the entry requirements to the programme and noted that DBS has a profile for international students. Given the requirement for an Honours 2:1 degree how would the College deal with both international learners and those with a 2:2 degree. The College outlined the normal admissions process including recognitionof prior learning and equiavlent pre-qualifications and English Language Testing System (IELT) requirements i.e.IELTS 6.5. It noted however that its international students are mostly in the business area rather than in arts.
The programme incorporates the procedures for access, transfer and progression that have been established nationally. The programme is in line with the requirements of the Act and the operational principles of QQI, and accommodates a variety of access and entry requirements from applicants with expertise related discipline areas and from applicants who demonstrate extensive experiential learning in this field of study.
2.3.7 Staffing and Physical Resources
The Panel sought clarification on staffing for the MSc programme given the commitment on delivering the Level 8 programmes and the capacity of staff to undertake research as would be expected in this field at Level 9. The College advised there is currently twelve staff, a number of whom are research active including two at the final stage of completing PhDs. Research time is can be accessed on a competitive basis through research scholarships. The Panel noted that in 4-5 years time there could be up to 60 students between full time and part time programmes which is a lot of activity at Master’s level. The College confirmed that as student numbers increase it will recruit additional staff. There are sufficient resources to start the programme. Where there is a need to recruit faculty then it will happen and this has been factored into the development of the programme. The College also advised that it intends appointing faculty managers to look after human resources/management functions. Programme leaders will only focus on academic matters and will be supported by academic operations.
The Panel also discussed the supervision of the Dissertation and the involvement of part time supervisors. The College advised that all supervisors go through academic subcommittee and staff contracts specify the maximum number of dissertations they supervise. The College also confirmed that resources to carry out psychometric testing are available to students.
As regards physical resources the College confirmed the location, computing and library resources available. As well as the main college library, there is a smaller postgraduate library available with full access to online resources.
Part 3: Recommendation
The Panel of experts recommend the validation of the programme:- Master of Science in Applied Psychology (Level 9, major award 120 ECTS)
-The general conditions of approval under Section 45 of the 2012 Education and Training Act
-QQI Executive satisfying itself that the Protection for Enrolled Learners arrangements have been fulfilled
-QQl Executive satisfying itself that the conditions identified in 3.1 (below) have been fulfilled.
-The College give consideration to each of the recommendations identified within this report particularly 3.2 (below).
3.1 Conditions
The Panel requires that the College respond satisfactorily to the following conditions before the validation will be recommended by the Panel to QQI. The Panel declares that the College must:
C1: review Programme Learning Outcomes and Module Learning Outcomes of all modules to
reflect the applied nature and level of the programme
C2: clarify the operation of group assessment in the programme
C3: review the dissertation and advanced research methods for overlap in terms of alignment
of outcomes and risk of double assessment
C4: change the title of the ‘Psychometric’ module to ‘Psychometrics and Psychometric Testing’ and
include the psychometric elements of the Advanced Research Methods and Analysis module