03 UC/13 MSLP/1
UNIVERSITY OF CANTERBURY
Te Whare Wānanga o Waitaha
CUAP Proposal-New Qualification/Subject 2013
Section A
Proposal Description
1. Purpose of the Proposal
To introduce the Master of Speech and Language Pathology (MSLP). The 2-year MSLP (Graduate Entry Masters) is a
qualifying degree to practice as a speech-language pathologist/therapist (hereafter SLP). This degree offers a graduate
entry route to the SLP profession for students with a degree in linguistics, education, psychology, science (all majors),
health sciences or related degrees.
2. Justification
There exists a clear need for training programmes in SLP, particularly those at Master's level. The current degree
proposal is justified as follows: (i) current workforce shortages and projected needs for SLPs, (ii) student demand, (iii) a
distinctive programme of study available to both domestic and international students, and (iv) fit with the University of
Canterbury (UC) strategic plans and both New Zealand (NZ) and international contexts.
2.1 National and International Need
There is a shortage of SLPs both in New Zealand (1-3) and worldwide (4-7), with workforce data projecting that the
ageing population will exacerbate this problem. The MSLP aims to address both current and projected needs in the
health workforce nationally and internationally. Specific to NZ, the Ministry of Health (2006) noted a shortage of allied
health professionals (2). Furthermore, it has been predicted that if health and disability services were to retain their
current share of the working-age population the shortage would be between 28% and 42% of the 2001 workforce by
2021(3). The recent global downturn has resulted in fewer immediate employment opportunities in the public health
sector in NZ and the UK; however, this effect is regarded as temporary.
SLPs continue to be listed on the NZ Immigration Long Term Skill Shortage List (1) and demand both here and
internationally is driven by four main factors: (i) the ageing population which has led to an increased need for SLPs in the
fields of stroke, dementia and cancer rehabilitation; (ii) the increase in complex communication disorders in children;
(iii) an increasing number of youth offenders having communication disorders, and iv) an awareness that 84% of
attendees at psychiatric services have language impairment (5,6). A recent United States Department of Labor report
described SLP as having a faster-than-average projected growth rate for 2010-2020(23%), and the report noted that "As
the large baby-boom population grows older, there will be more instances of health conditions that cause speech or
language impairments, such as strokes, brain injuries, and hearing loss. This will result in increased demand for speechlanguage pathologists." (4) Similarly, the UK predicts a 30% increase in demand over the 2013-2017 period. While exact
statistics are not available for NZ, a recent report on the state of the rehabilitation workforce in NZ suggests a similar
emerging picture (9). These issues are exacerbated by the duration of health profession tertiary degrees, which the NZ
Ministry of Health reported was inhibiting training in the field (2). The MSLP addresses this issue, by providing a twoyear degree that prepares graduates for immediate practice as SLPs in a field of clear professional need/demand.
Nonetheless, the current provision of BSLP/MSLP degrees in NZ should be maintained, as there is a clear and continuing
student demand—as evidenced by the consistent number of applicants and accepted students into the BSLP(Hons) at
the University of Canterbury.
2.2 Student Demand
SLP is a popular choice for students due to the professional nature of the degree, resultant employment opportunities,
projected demand as a profession, and flexibility of international practice. At UC, students with an existing
undergraduate degree have expressed interest in a professional (Master's) qualification and are currently inhibited in
this choice by the need to do a further 3 or 4 years of undergraduate study to practice. The current proposal addresses
this growing need, which is likely to increase with the Bachelor of Health Sciences at UC. Similar Master's-level training
programmes are in demand nationally and internationally. The University of Auckland MSLT programme had 80
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applications in 2012 for 18 places (23% acceptance). Programmes in the UK and Canada receive 5-15 times the number
of applications than they can absorb (7). Recently, a US survey of the ratio of applicants to acceptances reported that for
the year 2009-2010, only 32% of applications to MSLP programmes were approved, with the number dropping to 26%
for the year 2010-2011, when 11,866 of 45,790 applications to 222 SLP Master's programmes were approved (8).
2.3. Fit with University of Canterbury Strategic Plan
The proposed MSLP fits with the UC Strategic Plan through its focus on increasing the delivery and concentration of
health sciences degrees and research programmes at UC. Furthermore, it is well-connected to the local and national
community via work-based clinical practice. It aligns with financial models, providing an additional stream of
postgraduate recruitment and revenue generation. It offers a unique programme of culturally-based learning that fits
squarely within the UC Health Initiative. The programme also aligns with the needs of UC partners via
internationalization (e.g., Universitas Indonesia), and builds on government priorities.
2.4. Fit with Other NZ Universities
There are currently 3 SLP options for training in NZ—two are Bachelor degrees (UC and Massey University) and one is a
Master's degree (University of Auckland). There are similarities and differences between the MSLP and the other SLP
programmes in NZ. Like the other degrees, the MSLP will produce graduates ready for entry-level practice as an SLP.
However, the MSLP at UC will be the only Master degree for entry-level practice as an SLP in the South Island of NZ. It
complements the existing BSLP(Hons) programme by providing a pathway to professional SLP practice for students with
an existing non-SLP degree, one that can be achieved in 2 instead of 4 years of full-time study. The MSLP at UC
distinguishes itself from existing programmes in three ways: (i) through the alignment of research training and clinical
practice; (ii) through the option of international students completing a subset of professional practice in their home
country, while also meeting the standard of entry-level practice within NZ; and (iii) students from non-English speaking
countries having the opportunity to take undertake directed learning in the phonology and grammar of their own
language (e.g., Bahasa Indonesian) with all students having the same opportunity in te reo Maori. The intent of this
learning opportunity is to provide students with an appreciation of the influence of non-English phonology and grammar
upon SLP assessment and intervention practices (see Section 7, Programme Overview, for details).
2.5 The New Zealand Context
There is a critical need for Maori SLPs (particularly those who speak te reo Maori)—and the designers of the MSLP
degree consider this a priority. The MSLP has been designed to reflect New Zealand’s cultural, social and political
identity and its relationship to SLP practice in NZ. MSLP students will have the opportunity to study te reo Maori as a
component of the degree. The principles of Te Tiriti o Waitangi are reflected throughout the curriculum, focusing on Te
Tiriti as a document that underpins contemporary SLP practice. The Department of Communication Disorders also
continues to strengthen its focus on the NZ cultural context through our new strategic plan (in development 2013). This
document commits to increased partnership building with local Iwi and Maori health providers, further development of
tikanga and te reo Maori in daily interactions of staff and students, enhanced visibility of te reo Maori and Te Tiriti o
Waitangi within the MSLP curriculum, and new strategies designed to attract more Maori students to the MSLP
programme. Working with our departmental Kaumatua, Rev’d Canon William George Ehau, has also prompted the
inclusion of certain tikanga into the Department.
2.6 The International Context
There is a major need for non-Pakeha SLPs—both here in NZ and internationally. The MSLP aims to recruit a culturallydiverse, bi- and multi-lingual student cohort. One means by which this will be achieved is the opportunity for students
to undertake supervised clinical practice abroad. For international students this would ideally take place in their home
country. The purpose of this approach is to ensure that students obtain valuable experience working with the language
and cultural values of their own communities, while also meeting entry requirements for practice in NZ (see Section 7,
Programme Overview, for details). This approach is unique to the University of Canterbury MSLP.
1. Immigration New Zealand. Long Term Skill Shortage List (INZ1093).
http://www.immigration.govt.nz/NR/rdonlyres/063ECB35-F5D5-44D8-8325-7041A727A9D5/0/INZ109330July2012.pdf
2. Ministry of Health. New Zealand Health Workforce Development: An Overview (2006).
http://www.health.govt.nz/publication/health-workforce-development-overview
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3. The Ageing New Zealand and Health and Disability Services: Demand projections and workforce implications, 20012021 (NZIER
2004).
http://www.waikatodhb.govt.nz/file/fileid/10429
4. United States Department of Labor. Bureau of Labor Statistics: Occupational Outlook Handbook
http://www.bls.gov/ooh/healthcare/speech-language-pathologists.htm
5. UK Centre for Workforce Intelligence: Allied Health Professionals Workforce Risks and Opportunities (2011).
http://workforceinnovation.hiirc.org.nz/page/32275/allied-health-professionals-workforcerisks/?show=popular&tab=5325&contentType=1760&section=19851
6. United Kingdom Centre for Workforce Intelligence: Education Commissioning Risks Summary: Speech and Language Therapists.
http://www.cfwi.org.uk/publications/speech-and-language-therapists-workforce-risks-and-opportunities-education-commissioning-riskssummary-from-2012
7. Canadian Association of Speech and Language Pathology &Audiology: University Programmes in Speech and Language Pathology
Final Report 2010
www.caslpa.ca/PDF/university_survey_%202010_speech.pdf
8. American Speech, Language & Hearing Assocation: Higher Education Data System Communication Sciences & Disorders
Education Survey National Aggregate Data report: 2010-2011 Academic Year (http://www.asha.org/uploadedFiles/2010-2011-CSDAggregate-Data-Report.pdf)
9. Health Workforce New Zealand: Rehabilitation Service and Workforce Forecast, Final Report, 2011.
http://www.healthworkforce.govt.nz/our-work/workforce-service-forecasts/rehabilitation
3. Acceptability
Summary of Consultation
A significant amount of consultation had been conducted (this is available on request). The UC Library supports the
proposal and has stated that library resources can support the MSLP. Heads of programmes/departments from
universities with similar degrees have thus far provided written consultation—three from Australia, two from the UK
and a further two from the USA. A face-to-face meeting had also been held with the Heads of Department at the
University of Auckland and Massey University. All respondents were highly supportive of the proposal, and praised the
development of a unique, contemporary, comprehensive and logically-structured degree that will be particularly
attractive to international students and that integrates research, cultural and ethical issues with clinical practice.
Adjustments have also been made to the programme following this process of consultation: (i) prerequisites for entry to
the MSLP and any requirements for additional coursework have been clarified in the regulations (response to feedback
from the University of Queensland and George Washington University); (ii) additional consideration has been given to
the opportunity for students from non-English speaking countries to undertake directed learning in the phonology and
grammar of their own languages. It has been made clear that this is an additional directed learning opportunity
undertaken initially within CMDS 661 (Clinical Linguistics & Language Acquisition), then at multiple points throughout
the curriculum (response to feedback from the University of Wisconsin & University of Queensland); (iii) paediatric
motor speech disorders has been included in CMDS 673 (Motor Speech Disorders) (response to University of Sydney);
(iv) a process of internal and external moderation has been detailed in Section 9 Assessment Procedures (response to
University of Wisconsin); (v) further consideration has been given to the integration of clinical and research-based
assessment in CMDS 664, CMDS 668, CMDS 671, and CMDS 676 and allowances for passing of clinical/research
components specified in the regulations (response to Curtin University); and (vi) the title and specifications of the
neuroscience course were changed following consultation with the Department of Psychology at UC—the course title
was changed from “Human Neuroscience” to “Neuroscience of Communication & Swallowing” and the course
specifications updated accordingly.
4. Goals of the Programme
The overarching goal of the MSLP is to produce graduates ready for entry-level clinical practice as an SLP. The
programme will meet both national and internationally-recognised standards regarding the development of academic
knowledge and clinical skills.
The specific goals of the programme map onto those articulated by the American Speech, Language and Hearing
Association (ASHA). However, the programme itself has been developed based on the International Association of
Logopedics and Phoniatrics (IALP) Guidelines for Initial Education in Speech-Language Pathology, and NZSTA Programme
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Accreditation Framework. Appendix A which is available on request has specific details of knowledge and skills acquired
across the duration of the programme.
5. Graduate Profile:
Personal Attributes:
 Understand, evaluate, access and critically appraise new or complex information, including findings and
discussion in the literature
 Research, analyse, evaluate and argue from evidence
 Demonstrate an understanding of sophisticated and/or advanced theoretical subject matter
 Work collaboratively on tasks and show leadership
Interactive Attributes
 Communicate concepts, results and conclusions related to research findings
 Design and undertake clinical practice to the standard of an entry-level SLP
Professional Attributes:
 Independently apply and contribute to the knowledge relevant to the professional practice of SLP via continuing
professional education and life-long learning to meet responsibility, accountability and engagement goals.
 Demonstrate effective spoken and written communication (including data presentation) for successful
interaction and collaboration in culturally diverse contexts.
 Advance knowledge in SLP via engagement in critical appraisal and evidence based practice;
 Engage in self-reflection, critically self-evaluate and set goals to enable independent professional functioning
and collective learning.
 Create and foster an ethical culture of practice.
 Create and foster an environment of progressive change and improvement.
6. Outcome Statement
A Master of Speech and Language Pathology (MSLP) graduate will be well prepared to perform the role of a speechlanguage pathologist (SLP), and will meet the standards of practice of an entry-level SLP of the New Zealand Speechlanguage Therapists’ Association (NZSTA). Graduates will be employed in hospitals, rehabilitation centres, mental health
facilities, nursing homes, childcare facilities, early intervention programmes, schools, universities, colleges, research
centres, private and group homes, and private practice. Graduates of the MSLP will also meet the professional
standards of signatories to the International Mutual Recognition Agreement (NZ, USA, UK, Canada, Australia, Ireland).
However, as per the terms of the agreement, specified additional coursework or professional development may be
required—dependent on the individual terms of the signatories to the agreement. Graduates will be well placed to
uptake advanced specialisations or research training in related fields.
7. Programme Overview
7.1 General Overview
The programme has been developed with the IALP Guidelines for Initial Education in Speech-Language Pathology, and
NZSTA Programme Accreditation Framework as its guiding documents. This approach ensures that the degree will meet
international standards, and the requirements of accreditation of the professional degree in NZ.
Entry requirements to the MSLP are a prior degree and applicants must have prior introductory knowledge of linguistics,
statistics and biology/anatomy & physiology to succeed in the MSLP. Applicants who have passed one course in each of
linguistics, statistics and biology/anatomy & physiology at undergraduate or graduate level are eligible for consideration
of entry. If one or two of the disciplines has/have not been studied previously enrollees must take the required
course(s) in that/those discipline(s) either immediately prior to entry, or concurrently with Part I of the MSLP. The 2-year
taught MSLP consists of a minimum of 240 credits comprising 16 courses and a maximum of 270 credits of 18 courses x
15 credits over 80 weeks. While there will be shared teaching across the MSLP and BSLP(Hons), there are MSLP-specific
course outlines, with higher level learning outcomes, more complex assessments, and independent learning
requirements for MSLP students.
The MSLP is composed of 240 credits—180 points meet Level 8 of NZQA, and the remaining 60 points meet Level 9. The
60 points at Level 9 are achieved through the completion of CDMS 664, CMDS 668, CMDS 671 and CMDS 676. These
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four courses are unique to the MSLP at UC and enable students to develop and apply their highly specialized knowledge
and skills learnt within the MSLP to (ultimately) independent professional practice. These research/clinical practice
courses are modeled on an evidence-based practice (EBP) framework, defined as “the integration of the best research
evidence with clinical expertise and patient values" (Sackett, et al. 2000, p.1). The four courses build on each other, with
each clinical experience framed within the PICO (Patient, Intervention, Comparison, Outcome) format—effectively, each
patient/client and clinical experience is treated as a well-formed research question. Students will develop clinicallybased research questions applicable to specific clients through analysis and synthesis of existing research, collect and
analyse ‘real-world’ patient data using applicable research designs (e.g.,quantitative measures such as case-based,
multiple-baseline, small group research designs) and produce clinical and research reports. This approach is innovative
in design and unique to the current degree, merging cutting-edge research and research practices with specialized
clinical skill development. The four courses also develop professional skills—with a focus on leadership, ethically and
culturally sensitive professional practice, and continuing professional development.
Part I of the MSLP is designed to advance students’ technical and theoretical knowledge across the range of applied
linguistics, typical and atypical speech and language development, the neural processes of typical and atypical human
information processing, EBP, voice and fluency disorders, applied research skills and audiology and aural rehabilitation.
As previously stated, research and clinical practice are aligned in two supervised clinical practica, one of which is
extended (see below). Woven throughout each course in Part I is development of professional skills including ethical
practices and the application of Te Tiriti o Waitangi to professional practice.
Part II of the MSLP is designed to develop highly specialized knowledge of acquired communication disorders (aphasia,
motor speech disorders), swallowing disorders, school-aged communication disorders, complex communication
disorders (e.g., autism spectrum disorder, Down syndrome, cerebral palsy), professional issues, and applied research
skills. In each of these courses, this highly specialized knowledge will be applied to clinical cases, and students will
independently apply their skills and knowledge to cases of speech, language and swallowing disorders. Students also
undertake two supervised clinical practica, one of which is extended (see below). Part II will build on knowledge and
skills from Part I, with a specific focus on independent learning, application of highly specialized knowledge to complex
cases, and extending professional practice and leadership skills.
The MSLP degree will be conducted over 80 weeks of full-time study (or its equivalent part-time) distributed over two
extended academic years. Full details of the MSLP are located in the degree regulations.
7.2 Distinctive Attributes of the University of Canterbury MSLP Programme
The proposed MSLP has two unique features: (i) integration of research training with clinical practice; and (ii) increased
flexibility for international studies.
(i) Research training and clinical practice are aligned in four courses (CDMS 664 Professional Studies & Clinical
Practice I, CMDS 668 Evidence-Based Clinical Practice 2, CMDS 671 Applied Research & Clinical Practice 3, and CMDS 676
Professional Studies & Clinical Practice 4). The goal of this integration is to foster the application of research methods to
clinical practice, via application of methods of data collection and analysis, and engaging in critical appraisal to; i) ensure
translation of best clinical practice to service delivery, ii) contribute to the development of an evidence base for
assessment and intervention practices, and iii) develop advanced understanding of inter-professional practice and
changing service needs. A statistics or research methods course is a prerequisite to programme entry. This approach is
unique to the current degree as, generally, research training is offered in stand-alone courses (e.g., Research Methods;
Research Project).
(ii) For international students, the MSLP will ensure competency of practice in English—and eligibility for
membership of the professional Association—but for students from countries where professional supervision can be
provided, there will two further options. Firstly, international students will have the option of completing a subset of
professional practice placements in their home country, supervised by department-approved SLPs. This approach
ensures that students obtain valuable experience working with the language and cultural values of their own
communities, while also meeting entry requirements for practice in NZ.
Secondly, in addition to completing standard requirements, students from non-English speaking countries will have the
opportunity to take undertake directed learning in the phonology and grammar of their own language (e.g., Bahasa
Indonesian). All students will have the same opportunity in te reo Maori. This additional learning is undertaken initially
within CMDS 661 (Clinical Linguistics & Language Acquisition) and then at multiple points across the curriculum as
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independent guided learning. The intent of this learning opportunity is to provide students with an appreciation of the
influence of non-English phonology and grammar upon SLP assessment and intervention practices.
7.3. Research-Teaching Nexus
The MSLP degree at UC is grounded in research-led teaching and learning. Each course is taught by research-active staff
and their research—as well as that of other leading researchers—is integrated into respective coursework. Furthermore,
within each course students undertake inquiry-based learning in which they engage in critical appraisal of the literature,
apply this to specified cases, engage in data collection and analysis, and generate research-based outcomes. Research is
interwoven throughout the curriculum to ensure a culture in which research is valued and one in which graduates both
recognize its need in the conduct of best practice intervention and are capable of conducting clinically-based research in
their professional practice.
8. Proposed Teaching/Delivery Methods
A blended student-focused learning approach will incorporate case-based lectures, problem-solving workshops,
tutorials, computing/equipment labs and electronic portfolios of clinical practice, in a combination relevant to the
learning outcomes for individual courses. Students will also engage in directed independent study addressing
theoretical, professional and clinical issues.
9. Assessment Procedures
A range of assessment procedures will be used, including examinations, class tests, problem solving exercises,
laboratory exercises, essays, case analyses, case studies, self-reflection journals, projects and reports. Although there is
currently internal moderation of assignment and examination questions and topics, as well as double blind marking of
research reports, there is currently no external moderation. In 2014, both the BSLP(Hons) and the MSLP will have
assigned external moderators to vet all assessment materials.
10. Predicted Student Numbers/EFTS
We will enrol a maximum of 20 students per year (20 = expected number of enrolments annually), with a minimum of
10 enrolments. SLPs are in short supply internationally and degree programmes have proved popular both nationally
and internationally. Our target enrolment of 20 students per year appears feasible based on the number of applicants
for the MSLT at the University of Auckland (80 applications for 18 places in 2012), number of applicants for the Master
of Audiology at the Department of Communication Disorders, UC (57 students applied for 12 places in 2013) and the
sustained applications for the BSLP(Hons) from students holding a first degree.
11. Resources
Most of the resources for the MSLP are currently in place. The introduction of the MSLP will generate the need for more
clinical placements and clinical educators (CEs), and an associated increase in marking. Where necessary, increased
revenue associated with the MSLP will be directed towards the employment of teaching assistants (doctoral students
who wish to gain experience relevant to academe) and CEs. The increased numbers of students requiring clinical
placements across NZ has also been considered. Strategic development is underway to place students i) offshore, ii) in
hard-to-reach/treat communities, iii) in novel settings (e.g., nursing homes) and iv) in inter-disciplinary practice.
The MSLP will require 3 EFT additional CEs and we have commenced advanced supervision training with one CE of Maori
descent, and the other Samoan, as we seek to extend training and services in the Pacific region. Furthermore, the MSLP
will require one 0.5 EFT specialist technician, and some ad hoc specialist input in linguistics. Specialised technical
support is required as we move forward into training students in the basics of examining the neurophysiological
underpinnings of communication disorders (equipment is already in place). Additional input in linguistics will be
supplied predominantly via our international and local partners. Again, revenue from the MSLP will be sufficient to
employ specialist linguists for short intensive language analysis workshops.
Some of the physical resources needed to implement this degree are already available as part of the University of
Canterbury infrastructure. These resources include clinical facilities, interactive teaching facilities, research laboratories,
relevant equipment and high quality library holdings. The recent NZSTA re-accreditation report for the BSLP confirmed
that the programme is adequately resourced and is in a secure and stable position. The PVC, in fact, described the
programme as a "Flagship of the College.” Some additional space will be required because of extra EFTS, in accordance
with general tertiary sector guidelines (e.g. The Australasian Association of Higher Education Facilities Officers).
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12. Plans for Monitoring Programme Quality & Accreditation
12.1 The University of Canterbury
UC has a quality assurance process in place to ensure the quality of the design, implementation and review of all
programmes. The Head of Department receives annual reports of student evaluations of teaching and student
evaluations of course content, structure, learning experiences and assessment practices. These evaluations, which are
anonymous and completed electronically, are conducted for every course. The department Learning and Teaching
Committee (L&TC) receives an annual summary of student evaluations, and monitors the quality of course
documentation. Faculty Boards of Study (e.g. Science Academic Advisory Committee) have oversight of reviews and
monitoring of all aspects, including design, implementation and appraisal, and approving changes, additions or deletions
of courses and programmes. The Academic Quality Assurance Unit (AQUA) oversees academic regulations, policy,
programmes, processes and academic quality assurance at the University of Canterbury. The Academic Administration
Committee (subcommittee of the Academic Board) and Academic Board must approve changes, additions and deletions.
In 2013 CMDS will explore the formation of advisory groups for degree programmes.
12.2 Accreditation of a Professional Programme by the NZSTA
As an entry-level degree for the practice of SLP, the department will submit the MSLP for Programme Accreditation
through the NZSTA. In line with the 2011 Programme Accreditation Framework, an application will be made to the
NZSTA with the intent of assessment completion within the first two years of the degree and again upon graduation of
the first student cohort. (note: the current BSLP(HONS) degree was re-accredited in 2012 for a 6 year period.)
Confirmation that Section B has been prepared and is available to CUAP on request - YES
For New Qualifications – TEC/NZQA/NZVCC Requirements
EFTS value of qualification: 2.00 EFTS
NZSCED code: 061707
NZQA exit level of qualification to go on the New Zealand Qualifications Framework: Level 9.
Statement regarding funding: This degree should be funded at the postgraduate level.
Memorandum of understanding: n/a
Duration of the Qualification
Minimum number of points to complete the qualification = 240
Vacation/recess weeks = 24 across 2 years
Work experience/placement hours per week = 6
Tuition/teaching (full-time equivalent) weeks (including exam and study weeks) = 80 weeks over 2 years
Teaching hours per week = 12-19
Self-directed learning hours per week = 21-28
Calendar Form
New Qualification Regulations
UC Calendar 2013 Page 409
The Degree of Master of Speech and Language Pathology (MSLP)
See also General Course and Examination Regulations.
The Master of Speech and Language Pathology degree is intended to produce graduates ready for entry-level clinical
practice as a speech-language pathologist/therapist. The degree is conducted over 80 weeks of full-time study (or its
equivalent part-time) distributed over two extended academic years.
Every candidate for the Degree of Master of Speech and Language Pathology shall follow a course of study approved by
the Dean of Science as laid down in these Regulations consisting of not fewer than 240 points (2 EFTS) and not more than
270 points.
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1. Qualifications Required to Enrol
Every applicant to the Degree of Master of Speech and Language Pathology shall have
(a) either
i. qualified for the award of any Bachelors or Masters degree (other than a degree specialising in speech and
language therapy/pathology), with an overall graduating average of B or higher; or
ii. been admitted ad eundem statum as entitled to proceed to the Degree of Master of Speech and
Language Pathology; and
iii. satisfied the Head of Department that the prior degree or other equivalent qualification is indicative of the
ability to undertake the Master of Speech and Language Pathology; and
(b) passed one course in each of the three following disciplines at 100-level (NQF Level 5) or above: Linguistics, Statistics
and Biology/Anatomy & Physiology. If one or two of these disciplines has/have not been studied previously, applicants
must take one required course in that/those discipline(s) either immediately prior to entry to the MSLP or during the
first year of the MSLP; and
(c) been approved as a candidate for the degree by the Dean of Science.
2. Admission to the Degree
Entry into Part I of the Master of Speech and Language Pathology is limited to a maximum of 20 students annually.
Candidates must submit an enrolment application and a separate application form to the Head of the Department of
Communication Disorders.
3. Structure of the Degree
To qualify for the Degree of Master of Speech and Language Pathology:
(a) a candidate must pass courses having a total value of 240 points from Parts I and II as listed in the Master of Speech and
Language Pathology Schedule.
(b) a candidate must pass all component assessments of each academic course at the first enrolment, with the exception
of that specified in 4(a) and 4(b) below.
(c) a candidate may not enrol for Part II until Part I has been completed, unless special approval is given by the Dean of
Science, upon the recommendation of the Head of the Department of Communication Disorders.
(e) Where a student is required to take additional courses as a condition of enrolment for Part I, those courses are to be
passed within 12 months of initial enrolment for this degree if not taken prior to entry to Part I.
4. Repeating of course component assessments
(a) If a candidate fails any of the component assessments of the courses listed in the Master of Speech and Language
Pathology Schedule they will be required to re-take the assessment and attain a standard satisfactory to the Head of
Department. This option can only be enacted once per course, and for a maximum of two courses in each of Part I and
Part II.
(b) If a candidate fails the clinical competency assessment of CMDS 664, CMDS 668, CMDS 671, or CMDS 676, he/she
shall not be permitted to repeat that assessment and will instead be required to repeat the course. This action can only
be enacted once per course.
5. Full-time and part-time enrolment
(a) A candidate shall normally enrol for full-time study across two years. There is no provision for accelerated learning.
(b) A candidate may enrol for part-time study, at the discretion of the Dean of Science, for health, family, employment
or other circumstances, in which case the candidate must complete the degree in four calendar years.
6. MSLP with Distinction
A candidate may earn the award of MSLP (Distinction) for a GPA of 7 to 9 (A- to A+) or a MSLP (Merit) for a GPA of 6
(B+).
Schedule A to the Regulations for the Degree of Master of Speech and Language Pathology
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The following information outlines the core requirements. For in-depth course information please refer to the Course
Catalogue section of the Calendar or on the University of Canterbury website.
SCHEDULE A
Part I
First Semester
CMDS 661
Clinical Linguistics and Language Acquisition
CMDS 662
Fluency Disorders
CMDS 663
Audiologic Assessment & Management
CDMS 664
Professional Studies & Clinical Practice 1
(.1250 EFTS/15 points)
(.1250 EFTS/15 points)
(.1250 EFTS/15 points)
(.1250 EFTS/15 points)
Second Semester and Summer Term
CMDS 665
Speech & Language Disorders in Children
CMDS 666
Voice Disorders
CMDS 667
Neuroscience of Communication & Swallowing
CMDS 668
Evidence-Based Clinical Practice 2
(.1250 EFTS/15 points)
(.1250 EFTS/15 points)
(.1250 EFTS/15 points)
(.1250 EFTS/15 points)
Part II
First Semester
CMDS 669
Dysphagia & Related Disorders - Diagnosis
CMDS 670
Aphasia & Related Disorders
CMDS 671
Applied Research & Clinical Practice 3
CMDS 672
Spoken and Written Language Disorders in Educational Settings
(.1250 EFTS/15 points)
(.1250 EFTS/15 points)
(.1250 EFTS/15 points)
(.1250 EFTS/15 points)
Second Semester and Summer Term
CMDS 673
Motor Speech Disorders
CMDS 674
Dysphagia & Related Disorders - Management
CMDS 675
Complex Communication Disorders
CMDS 676
Professional Studies & Clinical Practice 4
(.1250 EFTS/15 points)
(.1250 EFTS/15 points)
(.1250 EFTS/15 points)
(.1250 EFTS/15 points)
Course Prescription Entry - Course Catalogue
CMDS 661 Clinical Linguistics and Language Acquisition
15 points 0.1250EFTS
In this course students evaluate the relative impact of biological, social, cultural, and cognitive factors on speech and
language acquisition and critically evaluate theories proposed to account for stages of development. Students compare
and contrast techniques of clinical linguistic analysis to equip them to analyse a speech-language sample collected for a
case study in order to draw conclusions about the stage of speech/language development reflected by the data.
CMDS 662 Fluency Disorders
15 points 0.1250EFTS
This course examines theories, causes and characteristics of stuttering, and enables students to compare and contrast
theories, and apply this knowledge to the clinical management of adults and children who stutter. The course is divided
into four main sections covering the theory, identification, measurement and treatment of stuttering. Students engage in a
critical appraisal of the literature to generate an evidence-based approach to culturally and ethically sound assessment
and treatment protocols for novel cases.
CMDS 663 Audiologic Assessment & Management
15 points 0.1250EFTS
This course provides students with foundational knowledge in audiology including the role of the audiologist in the
diagnosis and management of hearing and balance disorders, and a thorough understanding of how to develop and
implement aural rehabilitation plans for children, adults and their family members/whānau. Skills acquired include
competence in hearing screening audiometry and the interpretation of basic audiometric data in paediatric and adult
audiology.
CMDS 664 Professional Studies & Clinical Practice I
15 points 0.1250EFTS
In this course students learn the methods of observation, data recording and data interpretation before applying these
methods in a variety of clinical and community contexts. By the end of the course students will have observed and
assisted in the clinical management of a range of communication and swallowing disorders in a variety of settings.
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Students will develop skills in using electronic resources as related to professional development and clinical practice. A
workshop series on professional studies as applied to speech-language pathology accompanies fieldwork.
CMDS 665 Speech & Language Disorders in Children
15 points 0.1250EFTS
In this course students examine theories, causes and characteristics of speech and language disorders in childhood and
critically examine evidence related to theories advanced to account for such disorders. Issues addressed include cultural
variation in perceptions of 'disorder/impairment/disability', prevalence and risk factors, rationales and methods of early
identification and screening, principles of clinical assessment and evidence-based intervention, service delivery models
and methods for judging the effectiveness of intervention. Knowledge is applied in two case studies of childhood
speech/language disorder, in which the student must collect, analyse and interpret data and critically appraise the tools
used therein. Students develop proficiency in selecting, scoring and interpreting the results of both standardised and nonstandardised assessment procedures.
CMDS 666 Voice Disorders
15 points 0.1250EFTS
In this course students learn the fundamentals of voice production and laryngeal pathophysiology and apply this
knowledge to problem solving for voice and resonance disorders, voice therapy, and vocal measurement. On the basis of
novel cases, students will identify, differentiate and describe voice disorders and critically examine methods of
assessment and intervention.
CMDS 667 Neuroscience of Communication & Swallowing
15 points 0.1250EFTS
In this course students examine brain mechanisms and the underlying neurological basis of communication and
swallowing disorders of neurogenic origin. Students develop a thorough understanding of the development, structure,
organization and function of the nervous system and its role in higher level cognitive functioning. Students also examine
the underlying aetiology and main characteristics of a variety of neurological conditions associated with communication
and swallowing disorders, and learn to explain relevant neurological diagnostic techniques and neurosurgical procedures
for such disorders
CMDS 668 Evidence-Based Clinical Practice 2
15 points 0.1250EFTS
This course is designed to develop students' knowledge and skills in the area of evidence-based practice, enabling them
to make informed judgments of the relative merit of assessment procedures and intervention practices applied to
communication and swallowing disorders in children and adults. Topics include the tripartite framework of the relevance
of clinical experience, patient preference and expert evidence in clinical decision making. Students learn to apply
conclusions drawn on the basis of evidence-based findings in the literature to their own clinical practice. Students develop
skills in literature searching and critical appraisal of relevant research evidence, and present a critical review of evidence
relating to a specific area of clinical interest. This course will establish links between theory and therapy. It will offer
clinical work with clients and will develop professional and clinical skills.
CMDS 669 Dysphagia & Related Disorders – Diagnosis
15 points 0.1250EFTS
This course examines the anatomy, physiology and neuroanatomy of normal and disordered deglutition, and the
etiologies, nature and characteristics of swallowing disorders. Students develop proficiency in selecting appropriate
assessment methods and evaluating swallowing in children and adults, and a thorough understanding of medical
conditions and potential risk factors associated with dysphagia. Students also reflect on controversial professional and
ethical issues related to the role of the SLP in dysphagia management, including consideration of the role of cultural
differences and end of life decisions in the management of dysphagia.
CMDS 670 Aphasia & Related Disorders
15 points 0.1250EFTS
In this course students examine theories, causes and characteristics of acquired language disorders following stroke,
traumatic brain injury and progressive brain conditions. Students learn to apply evidence-based practice and the WHO's
ICF in determining the most suitable assessment procedures for particular cases, to differentially diagnose the presence,
extent and nature of aphasia, to establish suitable goals for intervention and to implement a viable speech and language
intervention programme.
CMDS 671 Applied Research & Clinical Practice 3
15 points 0.1250EFTS
This course consolidates the links between theory and practice in the field of communication and swallowing disorders.
Students carry out clinical work with an increasing level of independence in two different settings and develop advanced
professional and clinical competency in client management and professional behaviour, as specified by the Competency
Assessment in Speech Pathology (COMPASS™), with the requisite consideration of the cultural context of practice.
Students will successfully apply the research skills of planning and executing a case study that includes a critical
appraisal of diagnostic and therapeutic approaches, methods for data collection, analysis, and interpretation.
CMDS 672 Spoken and Written Language Disorders in Educational Settings
15 points 0.1250EFTS
In this course students examine theories, causes and characteristics of childhood language disorders, including
discussion of cultural variation in approaches to education and language exposure. There is a focus on the assessment
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and treatment of school-aged children with spoken and written language impairment across cultures. Students problemsolve case data and devise case-specific interventions on the basis of research into language and learning
CMDS 673 Motor Speech Disorders
15 points 0.1250EFTS
This course equips students with a thorough understanding of the theoretical constructs underlying motor speech
disorders (MSD) and of the procedures followed in assessing, treating and managing cases of acquired MSD. It builds on
evidence-based practice and WHO’s ICF framework course content from CMDS670 (Aphasia & Related Disorders), with
students developing proficiency in the description and classification of adult MSD, critical analysis of both formal and
informal assessment of MSD, synthesis of various information sources (e.g., current literature, speech and medical
assessment results) in the diagnosis of MSD, critical appraisal of intervention approaches and recognition of the effect of
acquired MSD upon the individual and his/her whānau.
CMDS 674 Dysphagia and Related Disorders – Management
15 points 0.1250EFTS
In this course students extend their pre-requisite knowledge of swallowing biomechanics and pathophysiology to the
management of swallowing impairment. Students examine practices for rehabilitation and compensation of swallowing
disorders in adults and children, and address nutritional management of clients with disorders leading to dysphagia.
Problem based learning will assure that students require the skills necessary for critical appraisal of rapidly emerging
neuromodulatory treatment modalities. On completion of the course, students will be equipped to make a professional
contribution to the multidisciplinary management team for swallowing disorders in medical and educational settings.
CMDS 675 Complex Communication Disorders
15 points 0.1250EFTS
In this course students undertake advanced study in specialised areas of speech-language pathology, with a focus on
neurodevelopmental and cognitive communication disorders. Discussion topics include the impact of neurodevelopmental
disorders on families and communities. Students explore knowledge which enables them, on the basis of a range of novel
and complex case studies, to compare and contrast appropriate assessment procedures, to differentially diagnose the
presence, extent and nature of the communication disorder, to establish appropriate goals for intervention and to
implement an appropriate speech-language intervention programme.
CMDS 676 Professional Studies & Clinical Practice 4
15 points 0.1250EFTS
This course is the capstone to the two-year MSLP degree. Students consolidate the links between theory and practice,
and develop independence in clinical work. Students discuss and critically appraise i) workplace management, ii)
methods and practices of interprofessional case management, and iii) service delivery. Students manage a range of
clients independently, consulting with colleagues and other professionals as appropriate and applying the relevant theory
to evidence based practice. Students continue to develop competence in clinical practice as specified by the
COMPASS™, working in a variety of settings and demonstrating consideration of the cultural context in clinical practice.
2013 UC Calendar page 24
Add under Faculty of Science
Qual
MSLP
Requirement
Special application to Department by 1 November
limit
20
UC Calendar page 8
Add Master of Speech and Language Pathology
Page 12 under Communication Disorders
Add MSLP
11