Programme Specification
A statement of the knowledge, understanding and skills that underpin a
taught programme of study leading to an award from
The University of Sheffield
1
Programme Title
Doctor of Educational Psychology
2
Programme Code
EDUR137
3
JACS Code (if applicable)
4
Level of Study
Postgraduate
5a
Final Qualification
DEdPsy
5b
QAA FHEQ Level
(D) Doctoral level
6a
Intermediate Qualification(s)
N/A
6b
QAA FHEQ Level
N/A
7
Teaching Institution (if not Sheffield)
N/A
8
Faculty
Social Sciences
9
Department
Educational Studies
10
Other Departments involved in
teaching the programme
N/A
11
Mode(s) of Attendance
Distance Learning
12
Duration of the Programme
3 – 4 years (Part-time)
13
Accrediting Professional or Statutory
Body
N/A
14
Date of production/revision
July 2010
15. Background to the subject area and main features of the programme
The DEdPsy is designed for professional educational psychologists to extend their research skills to Doctoral
level for professional use. It is aimed at practitioners who graduated with Masters degrees some time ago, and
who now feel the need to update their knowledge and skills on current professional practice as well as to extend
their research skills especially given the increasingly doctoral nature of the profession.
The focus of the programme is on allowing practitioners to develop research studies which link to their
professional contexts. The programme will thus be attractive both to the practitioners and to their employing
Local Authorities. The School of Education is highly suited to meeting the needs of practitioners who engage in
Doctoral research. The Educational Psychology team already has considerable experience in working with
psychologists who completed initial training too early to graduate with a doctoral degree and also in supporting
research projects which link to developments in their own Educational Psychology Services.
16. Programme aims
The DEdPsy aims to:
* provide a flexible research programme that is relevant to the professional practice of Educational and Child
Psychologists (EPs) within the field of children, schools, families and learning communities
* provide a supportive, structured and effective learning environment in which qualified, experienced EPs are
enabled to explore professional concerns within a critical framework and to undertake original, high-quality
independent research
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17. Programme learning outcomes
Knowledge and understanding: On completion of the DEdPsy students will be able to demonstrate:
K1
A critical and comprehensive understanding of literature relating to children, families and learning
communities, theory, policy and practice, including that relating to key philosophical, historical and
contemporary debates
K2
Knowledge of relevant theoretical, methodological issues in psychological research and the provision of
services relating to young people in applied settings
K3
A critical understanding of research methodologies, methods and techniques relevant to psychological
research with young people
Skills and other attributes: On completion of the DEdPsy students will be able to demonstrate:
S1
Expertise in critically evaluating research literature in the field of EP practice with children, families and
learning communities
S2
An ability to conduct critical evaluations of an aspect of EP practice and / or the delivery of local services
to young people, their families and their communities
S3
The ability to conduct an individual case study using either quantitative or qualitative research methods,
chosen to extend the candidate and to be relevant to the CPD requirements of the Health Professions
Council.
S4
A capacity to design and undertake independent theoretical and / or empirical research, with due regard
to its ethical implications
S5
The ability to defend their study in a viva voce examination
18. Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning
methods:
The programme’s teaching is research-led. This is fostered through the scholarly activity of staff, appropriate
use of research in the relevant fields and the development of students’ own research skills. Students are
encouraged to develop as active and independent learners and learning and teaching activities have been
developed which are appropriate to these aims. The programme is delivered through distance learning.
Distance learning within this context is defined using the terms identified within the Quality Assurance Agency
(QAA) Guidelines on Distance Learning (March 1999). The provision offered is best described by the dimension
‘Learning supported from the providing institution remotely from the student’. In Part 1 of the DEdPsy
programme students attend eight study days per academic year, most of which will be held in conjunction with
the initial training programme (DECPsy) and are supported by a tutor throughout the programme. Students are
provided with learning resources which support independent study and research e.g. key readings. Web CT will
be used to provide discussion forums and access to additional resources.
The following teaching and learning methods are used during study days in Part 1 of the programme:
Lectures: used to develop students’ engagement with key information, develop subject-specific knowledge and
understanding, cognitive and analytical skills and stimulate critical reflection.
Seminars (staff- and student-led): used to develop students’ subject-specific knowledge and understanding,
cognitive and analytical skills, a range of key transferable skills (e.g. presentation skills, discussion skills) and
activities which promote discussion and reflection.
Student presentations: used to develop a range of key transferable skills e.g. presentation skills. To develop
other students’ engagement with key information and subject-specific knowledge and understanding.
Independent study: students are supported in their independent study through the provision of specific learning
materials which enable students to examine and analyse their professional and psychological practice and draw
critically on their own experience, synthesising theory, research and practice.
Tutorials: used to respond to students’ enquiries and provide feedback on coursework. To promote further
reflection and analysis through discussion and questioning. To develop students’ ability to reason effectively and
communicate arguments and points of view clearly. Students have one-to-one supervision throughout the
course through the use of face-to-face tutorials, email, telephone and fax contact.
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Assessment takes place through the submission of three 5,000 word assignments in Part 1 of the programme.
During the second part of their studies students work on a thesis on an agreed topic under the supervision of a
member of academic staff over a minimum two-year-period. Attendance at study days is optional during Part 2
but most students in the past have appreciated the opportunity these provide for academic stimulation
In Part 2 students submit a thesis of approximately 50000 words and undergo a viva voce examination.
Opportunities to demonstrate achievement of the learning outcomes are provided through the following
assessment methods:
Assignments (K1-3; S1-3): the assignments should be written in a fluent English style with attention to all usual
academic protocols at Doctoral level; they are designed to assess the knowledge and understanding specified in
Section 17.
Research thesis (K1-3; S4, 5): the thesis will in all respects be comparable in quality to usual standards of
Doctoral research (but other than thesis length); it will constitute an original piece of work through empirical
research or the exploration of significant theoretical issues.
Viva Voce examination (S5): this will allow the candidate to demonstrate that the thesis is their own work and
that they are able to reflect critically on all aspects of their study.
19. Reference points
Framework for Higher Education Qualifications (2008)
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-educationqualifications-in-England-Wales-and-Northern-Ireland.aspx
University Strategic Plan
http://www.sheffield.ac.uk/strategicplan
Learning and Teaching Strategy (2011-16)
http://www.shef.ac.uk/lets/strategy/lts11_16
20. Programme structure and regulations
Part I of the DEdPsy comprises three areas of study –
* critical literature search and review of a clinically or socially relevant issue
* critical evaluation project i.e. relating to professional practice / service practice
* individual case study using either qualitative or quantitative methods, chosen to expand the knowledge base of
the student and to be relevant to the cpd requirements of the Health Professions Council.
Theory, methods and clinical issues are introduced at research study days where lectures, seminars and
individual tutorials are supplemented by the provision of a selection of printed materials and recommended
reading lists. Progression from Part 1 to Part 2 is dependent upon successful completion of all three Part 1
assignments.
During Part 2 of the programme all students work on a thesis on an agreed topic, under the supervision of a
member of academic staff, over a minimum two-year period. Students may attend study days as optional in
Years 2 and 3. The thesis is expected to be approximately 50,000 words. A viva voce examination is held on
completion of the thesis.
Detailed information about the structure of programmes, regulations concerning assessment and progression
and descriptions of individual modules are published in the University Calendar available on-line at
www.shef.ac.uk/calendar
21. Student development over the course of study
Part 1 of the programme is designed to help all students to reflect on, and develop, their own current
professional practice as an Educational Psychologist, to set this in the context of wider social, political and
organizational issues and policy developments, and to critically evaluate these; to understand and engage with
the processes of social science research, and to prepare a research proposal which may be taken forward into
Part 2 of the programme.
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In Part 1, students are provided with a critical introduction to social science research in the light of contemporary
developments. The focus is on research as philosophical endeavour which thus requires researchers to be
aware of how their approach fits in with their epistemological and ontological positioning. Such a stance
demands consideration of the ethics of research, research as a moral activity, and the place of research in a
democratic society. Students are also introduced to issues of research design, formulating research questions
and choosing appropriate methods to use in particular instances and settings. Students are also supported in
the development of skills which enable them to engage with contemporary theoretical and empirical debates
about the nature of Educational Psychology practice in the UK and elsewhere. The progression built in to the
programme with regard to the development of critical awareness, ability to synthesise research and write
research reports is reflected in the range and level of tasks set at study days and reflected in the set readings.
The development of key skills is targeted and students are introduced to methods of conducting literature
searches and using databases.
The students will prepare a research proposal which may be taken forward into Part 2 of the programme and will
thereafter work independently on a thesis on an agreed topic, under the supervision of a member of academic
staff.
22. Criteria for admission to the programme
Detailed information regarding admission to programmes is available from the University’s On-Line
Prospectus at http://www.shef.ac.uk/courses/.
A person may be admitted as a candidate who
a) has a degree in Psychology (Graduate Basis for Registration as a Chartered Psychologist of the British
Psychological Society)
b) has a Master’s degree in Educational Psychology (professional training)
c) is eligible to be registered with the British Psychological Society as a Chartered Educational Psychologist
AND /OR
d) is eligible to be registered as an Educational Psychologist with the UK Health Professions Council
23. Additional information
As a Post-Qualification Doctorate, study days will be closely aligned with the Year 2 and 3 timetable from the
initial training programme (DEdCPsy) and students will attend some of the research-specific teaching sessions
on that programme. Students will also have the opportunity to attend other sessions on the DEdCPsy
programme in line with their own individualised personal learning programme together with seminars organized
by the School’s Research Centre for Children, Schools and Learning Communities.
This specification represents a concise statement about the main features of the programme and should be
considered alongside other sources of information provided by the teaching department(s) and the University. In
addition to programme specific information, further information about studying at The University of Sheffield can
be accessed via our Student Services web site at http://www.shef.ac.uk/ssid.
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