New UK Doctorate SEQ - Occupational Psychology€¦ · Web view

NEW UK DOCTORAL PROGRAMME: APPLICATIONSelf-evaluation questionnaire (SEQ) for new Doctoral programmes

You should complete this questionnaire if you are proposing a new UK Doctorate in Occupational Psychology for accreditation against the requirements for Chartered Membership of the Society, and full membership of the Division of Occupational Psychology. A separate self-evaluation questionnaire should be completed for international provision.

The questionnaire is split into two sections:

Section A asks for key information about the award you are submitting for accreditation, including details of who we should contact if we have queries about your application.

Section B invites you to self-evaluate your programme against each of our eight programme standards.

The BPS is committed to respecting your right to privacy and data security and to handling the information you provide responsibly within the requirements of the UK Data Protection Act. Your accreditation submission will be shared with Society staff and Members who work with us as authorised agents to deliver the accreditation process on our behalf. Our full privacy policy is available at: www.bps.org.uk/privacy-policy or by written request to ‘Enquiries’ at the Society offices.

Occupational Psychology

http://www.bps.org.uk/privacy-policy

New UK Doctorate SEQ - Occupational Psychology

Preparing your submissionTo allow our reviewers to easily navigate your submission and to avoid delays we ask that you submit in the following way:

1) A main folder should be created using your University and programme names e.g. University of xxx MSc xxx

2) A sub-folder must be created for each of the Programme Standards i.e. Programme Standard 1, 2 and so forth. Each of these folders will sit in your main folder (above)

3) The SEQ must be submitted as a Word Document and should be contained within its own folder named SEQ, which will sit in the main folder.

4) Label each piece of supporting evidence (document) sequentially in relation to its folder i.e. 1.1, 1.2, 1.3 and 2.1, 2.2, 2.3

5) Please use generic terms for each document within the folder i.e. Staff Student Liaison Committee Minutes

6) Include a proposed timetable within the SEQ folder. Our standard timetables can be found on our website using the download link below. Our timetables provide a guide for education providers planning for a partnership visit, therefore we are keen for you to propose a timetable that best meets your needs.

For further guidance on the submission process please refer to ‘Accreditation of new UK programmes: a guide to our application process’ and the ‘Standards for accreditation’ which can be found on our website at www.bps.org.uk/accreditationdownloads Please Note that your submission will be returned if the structure does not follow these guidelines.

Sending your submissionYou should provide your completed submission via our secure online sharing platform – Hightail:

1) Compress all of your Files into one Zip File2) Copy and paste the following link into your web browser,

https://spaces.hightail.com/uplink/BPSPAcT3) Add your compressed Zip File to the screen as requested.4) Add information to the ‘From’ and ‘Message’ boxes and click upload. In the message field,

please note your University, programme, point of contact and email address.

If you have any queries in relation to your submission, please contact [email protected]

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https://spaces.hightail.com/uplink/BPSPAcT

http://www.bps.org.uk/accreditationdownloads

mailto:[email protected]


Section A: about your provision

1. The education provider

Name of awarding institution:

Academic unit(s) in which the provision is based:

Full address (to assist us in relation to future visit planning, where required):

Name of Programme Director(s):

You should tell us the name of the staff member(s) with overall academic responsibility for the provision and its delivery and development.

Franchising arrangements:

Is the provision franchised for delivery by a partner institution? Yes / No

If yes, please state the name of the partner institution.

2. The application

Who should we approach with any queries about this application?

You should tell us the name and role of who we should approach with any queries about your application, and provide us with an email address and telephone number for them.

Senior management sign off:

We require the Head of the academic unit in which the provision is based to sign off this application.

By providing your name, role and date of submission you confirm the accuracy of the information contained within this application, and the provision of the additional evidence.

Name and role:

Date of submission:

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3. The programmeIf your submission covers more than one programme, please add further rows to this table as required.

Full name of programme

(as it appears on award certificate)

Mode of study (tick all that apply)

Is the award

validated?

Trainee numbers (FTE)

Date of first intake

Intake from w

hich accreditation sought

Full-time

Part-tim

e

Blended learning

Distance learning

Yes

No* Current

(if the programme is already running)

Projected

(if the programme is brand new)

* Note: If your programme has not yet been validated, please indicate the date on which the validation event (or equivalent) is planned to take place.

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4. The checklistThe sources of evidence to be supplied alongside this self-evaluation questionnaire are outlined below. This list should be considered alongside our handbook, Accreditation through Partnership: Preparing for a partnership visit.

Programme standard Required evidence source (or equivalent alternative source if appropriate)

Enclosed?

Y/N

Programme standard 1: Programme Design

Programme specification.

Programme standard 2: Programme Content (learning, research and practice)

Module outlines.

Programme handbook.

Curriculum, research, placement (if appropriate) and/or other handbooks if applicable.

Programme standard 3: Working ethically and legally

There are no additional evidence requirements for this standard.

N/A

Programme standard 4: Selection and admissions

Equality, Diversity and Inclusion Policy. Please provide a link

Recognition of Prior Learning Policy (if applicable).

Please provide a link

Programme standard 5: Trainee development and professional membership


N/A

Programme standard 6: Academic leadership and programme delivery

CVs / brief biographies for all staff listed in item 6.2.

Programme standard 7: Discipline specific resources


N/A

Programme standard 8: Quality management and governance An overview of any feedback collected by

the programme in relation to quality matters (e.g. internal programme review/validation/approval document).

(international/franchised provision only) Detailed business case supporting collaborative delivery of the programme by external partners.

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Please note that our reviewers may request clarification or ask for further information in addition to the event that the evidence sources outlined above do not adequately demonstrate fulfillment of the accreditation standards.

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Section B: self-evaluation against our standardsIn this part of our questionnaire, we ask you to tell us about the context in which your provision is delivered and the rationale for its development. We invite you to self-evaluate your provision against our eight programme standards. When you complete this part of the questionnaire you must refer to the relevant accreditation standards and the associated process handbook (www.bps.org.uk/accreditationdownloads).

Context and rationaleInformation required Commentary

Why has this new programme been developed?

Please briefly outline the rationale for the development of this new programme, and describe how the programme contributes to the strategic aims of your institution.

What are the distinctive features of this provision?

Please briefly outline what you feel to be the distinctive features or strengths of this provision, using bullet points. These may relate to staff expertise the provision, the academic unit in which it is based, or the education provider more generally.

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http://www.bps.org.uk/accreditationdownloads


Programme Standard 1: Programme Design

1.1 Please list below each of the modules of which the accredited award is comprised (note: please add rows as required):

Module code

Module title Level Credits Assessment task(s)

Mandatory /optional

Name of module leader

Assessment

Information required Commentary

1.2 Please confirm that the pass mark for each of the above modules is 50% (where quantified marking is used)

Yes / No (delete as appropriate)

1.3 Is any compensation permissible across the above modules?


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1.4 Is there any specific good practice you wish to highlight in relation to this standard?

For any good practice highlighted, please describe the impact of that good practice on the quality of the overall trainee experience, or on other aspects of delivery.

Evidence Requirements

For this programme standard we expect you to submit the following evidence sources:

Programme Specification

Please indicate in the evidence checklist at the front of this document which evidence sources you have provided.

Reviewers’ Comments

Standard met in full Yes / No

Good Practice

Further information or areas for clarification

Please indicate the specific standard(s) to which your comments relate

Areas of concern (standard not met)

Please indicate the specific standard(s) you are concerned may not be met

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Programme Standard 2: Programme Content (learning, research and practice)

Competencies and content

2.1 Accredited programmes are expected to address the full range of core competencies, as outlined below, and in full in our accreditation standards. Programmes are encouraged to develop specific emphasis and focus on some areas in more depth than others, to reflect the areas of strength of the staff team delivering the programme, or to promote a distinctive identity for the programme as a whole. You should provide a narrative, below, outlining how you prepare trainees in developing the required competencies.

You should also complete the more detailed mapping document that is included at the end of this section.

Competency Narrative

Standard 1: Ethical, reflective and legal practice

Standard 2: Competent practice across 5 core areas of occupational psychology

Standard 3: Taking an evidence-based approach

Standard 4: Competence in applying the consultancy cycle


2.2 If the programme offers a particular emphasis or distinctive identity (e.g. in line with staff expertise), please outline that here.

2.3 Please provide a brief commentary on your approach to curriculum design and delivery

2.4 Have you reviewed your research and research methods provision against the Society’s Supplementary Guidance for research and research methods on Society accredited


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postgraduate programmes?

Supervised practice

2.5 Please describe the range of supervisory resources to which the programme has access, and the different supervisors (i.e. roles) with whom a trainee will typically work over the course of their placement(s).

2.6 Please describe the training provided to supervisors to support them in their role.

2.7 What are the programme’s minimum expectations in relation to the amount, frequency and nature of supervision that should be in place?

2.8 What arrangements are in place for monitoring the amount and quality of supervision provided, and the quality of the placement/supervised practice experience overall?





Module outlines: we expect to see evidence that provides an overview of what is taught in each module. If that level of detail is not included in the module descriptor please provide the module handbook.

Programme handbook.

Curriculum, research, placement (if appropriate) and/or other handbooks, if applicable.

Please indicate in the evidence checklist at the front of this document which evidence sources

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you have provided.



Good Practice





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COMPETENCIES MAPPING DOCUMENTDoctoral programmes in Occupational Psychology

Programmes will need to evidence that they meet the competency standards we outline in our Standards for the accreditation of Doctoral programmes in Occupational Psychology in full. Differing levels of emphasis on particular aspects by different providers will allow flexibility and enable the unique identity of particular programmes to be preserved. You should use the table below to tell us where and how particular competencies are addressed.

Note: If you are putting forward an integrated Doctorate in Occupational Psychology that incorporates theoretical material that would typically be addressed through completion of an MSc prior to progression to a stage two Doctorate, and you do not already offer a relevant accredited MSc, you should also complete the corresponding self-evaluation questionnaire for new MSc programmes.

Competencies Module or component code(s) and title(s)

Summary of coverage

E.g.:PSY1001Psychology 1

E.g.:Two lectures (two hours each)One tutorial (two hours)Directed self-learning

Standard 1: ethical, reflective and legal practice

1.1 Understand and act in accordance with legal, ethical and professional standards and regulations that apply to the practice of occupational psychologists and others, as

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Summary of coverage

appropriate, including The Society's code of ethics and conduct and supplementary ethical guidelines (www.bps.org.uk/ethics) and the HCPC standards of conduct, performance and ethics (http://www.hcpc-uk.co.uk/publications/standards/index.asp?id=38) . This should include the establishment and maintenance of appropriate systems to safeguard and control relevant data and information; principles of informed consent and debriefing, responsibility for maintaining fitness to practise and continued professional development and recognising one's own limits of competence. Ethical practice is underpinned by:

a) competence in communicating the value and purpose of occupational psychology activities to a range of audiences and adapt communications as necessary;

b) engaging in appropriate supervision to support the attainment of required standards of competence; and

c) a continuous cycle of active self-reflection.

Standard 2 - competent practice across the five core areas of occupational psychology

Trainee occupational psychologists need to demonstrate competent practice across all five core areas of occupational psychology in increasingly autonomous practice. For stage 2, the focus is on application to work settings. It is expected that trainees demonstrate critical understanding of how these knowledge areas interlink with each other, and recognise the complexity of organisational context and requirements. Trainees should demonstrate up to date knowledge of relevant psychological evidence across these areas and demonstrate clearly how this is informing their practice in work settings. Trainees should equally explain what they have learned about themselves, the practice of occupational psychology and how they are developing into the profession.

Standard 2 curriculum 1: Psychological Assessment at Work - trainees must demonstrate a critical understanding of assessment of people in, or for, work settings, They must show competence in conducting a range of appropriate psychological assessments of individual differences in the workplace, and generally demonstrate evidence-based best practice in a range of relevant activities including considered design, tailoring and evaluation of different

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http://www.hcpc-uk.co.uk/publications/standards/index.asp?id=38

http://www.hcpc-uk.co.uk/publications/standards/index.asp?id=38

http://www.bps.org.uk/ethics)



Summary of coverage

assessment methods, with due reference to fairness and equal opportunities.

Standard 2 curriculum 2: Learning, Training and Development - trainees must demonstrate a critical understanding of the ways in which individuals learn, train and/or develop in the context of work and organisations to inform their practice across a range of activities with particular reference to their psychological underpinnings as well as the organisational perspective. It needs to be evident how, and drawing on which evidence, interventions have been conducted and evaluated.

Standard 2 curriculum 3: Leadership, Engagement and Motivation - trainees must demonstrate a critical understanding of leadership, engagement and/or motivation taking an individual or team/ group based perspective, with particular reference to how different aspects may interlink and affect each other.

Standard 2 curriculum 4: Well-being and Work - trainees must demonstrate critical, wide ranging and evidence-based understanding of well being at work, comprising positive and negative aspects, as well as physical and psychological indicators of individual and organisational factors.

Standard 2 curriculum 5: Work design, Organisational Change and Development - trainees need to demonstrate critical understanding of the organisational perspective including team and group perspectives, as well as the organisation in its wider context, and the interplay between psychological and business considerations.

Standard 3: taking an evidence based approach

Trainees are required to:

3.1 demonstrate an evidence-based approach in their practice, critically appraising the psychological evidence base but also considering the wider social and policy issues to inform psychological investigations and practice;

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Summary of coverage

3.2 initiate and design research or consultancy using an evidence-based practice approach and critical engagement with the relevant literature (e.g. through literature reviews), drawing on a variety of research methodologies and designs, as well as plan activities taking account of the organisational context;

3.3 analyse and critically evaluate data gleaned through consultancy or research, show an awareness of a variety of analytical techniques and demonstrate an ability to select appropriate techniques; draw conclusions and recommendations from the data;

3.4 report and communicate potentially complex or contradictory research findings to a range of audiences and identify opportunities for furthering the knowledge base in occupational psychology, and actively promoting and disseminating a psychological approach to working with organisations;

3.5 add value in their activities to ensure organisations' sustainability through due consideration of financial, social, environmental and other aspects.

Standard 4: competence in applying the consultancy cycle

Trainees need to demonstrate progression of competence to work through the consultancy cycle across a range of employment and organisational settings and/or contexts demonstrating evidence-based, reflective and increasingly autonomous practice at each point of the cycle. Evidence does not necessarily have to be provided in chronological order given how quickly organisational requirements may change; but a justification for how evidence is presented is an integral part of this standard.

4.1 Contracting: Working with clients and other stakeholders to identify, prioritise and agree needs and expectations to formulate clear agreements and contracts, drawing on psychological expertise to facilitate constructive working relationships.

4.2 Information gathering and analysis of issues: Critically appraise psychological theories, frameworks and interventions and other information sources including organisational data, human resources required, and any strategic considerations to inform evidence-

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Summary of coverage

based practice; this may also include consideration of how to gain access to organisations or stakeholders and engage these in any activities, and developing understanding of their needs.

4.3 Using an evidence based approach to formulate plans and actions: Describe, implement and critically appraise the methodology for psychological investigations and interventions using a planned, strategic and evidence-based approach in occupational psychology.

4.4 Implementing and reviewing solutions: Implement, direct and review activities and interventions in the workplace with due consideration of client and other stakeholder needs; directing, developing and monitoring others as appropriate in the context.

4.5 Evaluating outcomes: Critically evaluate activities and interventions using a strategic and evidence-based approach to evaluation, drawing on and integrating a range of data sources as appropriate, using a range of methods.

4.6 Reporting and reflecting on outcomes: Reporting back using a range of methods and techniques to commissioning clients and other stakeholders, giving due consideration to the evaluation in the context of the wider psychological evidence base at work; using knowledge and feedback gleaned to continuously improve organisational practice and inform own continuous professional development activities, taking a reflective approach.

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Programme Standard 3: Working ethically and legally


3.1 Please provide a brief overview of how you introduce trainees to ethics and ethical practice.

You should indicate teaching of ethics in relation to the submission of ethics applications for research projects and beyond.

3.2 How is trainees’ understanding of ethics evaluated?

You should indicate assessment of ethics in relation to the consideration of ethics applications for research projects and beyond.

3.3 What procedures are in place for gaining ethical approval for trainees’ research?

3.4 How do trainees develop skills in applying relevant ethical, legal and professional practice frameworks?

3.5 How do you ensure that trainees are aware of the legal and statutory obligations and restrictions on psychological practice in the UK?

3.6 Have you reviewed your provision against the Society’s Guidance on teaching and assessment of ethical competence in psychology


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education?




There are no additional evidence requirements for this programme standard. However, we will expect the evidence provided in relation to Programme standard 2 to demonstrate appropriate coverage of ethics within programme content.



Good Practice





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Programme Standard 4: Selection and admission


4.1 Please provide a brief overview of any specific actions you take to encourage equality, diversity and inclusion through recruitment and selection to the programme that go beyond the education provider’s overall policy for widening access.

4.2 Please outline any equality charter marks currently held or being applied for by your department, and at what level (e.g. Athena SWAN).

4.3 Do you offer Recognition of Prior Learning (RPL) or Existing Competence (REC)?

If yes, please outline how you consider such applications or refer us to the relevant policy/procedural document.


4.5 Do you accept applicants who are not eligible for the Graduate Basis for Chartered Membership (GBC)?

If yes, please provide details of any specific additional support that is in place for these trainees.


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A link to the education providers Equality, Diversity and Inclusion Policy

A link to the education providers Recognition of Prior Learning Policy (if applicable)




Good Practice





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Programme Standard 5: Trainee development and professional membership


5.1 Please outline your approach to personal tutoring (specifically, ensuring that trainees have access to academic and pastoral support).

5.3 How are trainees supported in reflecting on and synthesising different aspects of their work to inform their developing professional identity as a trainee?

5.5 What opportunities do trainees have to study alongside trainees from other disciplines or professions?

5.7 What provision is in place to enhance trainee employability and professional development?

5.9 Please signpost where and how you provide trainees with information on the benefits of Society membership:

e.g. Programme Handbook, p. x





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Good Practice





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Programme Standard 6: Academic leadership and programme delivery

Programme Directorship

6.1 Please outline the leadership and coordination arrangements for the programme. You should tell us the name(s) of the Programme Director(s) and provide a brief commentary on the scope of their role and responsibilities.

Please note that if your visit is post 31 January 2019 you will be required to complete the new staff student ratio (SSR) Data Capture Tool which will be sent to the relevant providers in the autumn term 2018. Providers with a visit before 31 January 2019 should continue to complete this section of the form to provide an overall SSR.

Staff numbers

6.2 Please complete the following table detailing staff contribution to the delivery of the specific programme to which this questionnaire relates.

Please indicate those staff that hold key roles associated with programme delivery and indicate the nature of those roles in the table below (e.g. academic leadership, placement coordination, or research supervision).

Permanent Full-Time and Contractual Academic Staff (full-time, part-time and fractional)

Name FTE HCPC Registered (Y/N) If yes,

please indicate modality

Key roles

Total

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6.3 Please provide any additional comments on how you have calculated your FTEs, and any other relevant information, here.

6.4 Please provide details of any approved vacancies; these should not be included within the SSR calculations.

Approved vacancies

Post More info needed?

Notes Expected responsibilities in relation to the programme(s)

Please add rows as required

Total FTE

Trainee numbers

6.5 Please indicate the total number of trainees on the programme in the table below:

Full time Part time Total

Number of individual trainees

FTE trainees

Overall staff: trainee ratio

6.6 Please indicate the overall student/trainee to staff ratio (SSR) for the programme:

Staff FTE(Question 6.2)

Trainee FTE(Question 6.5) =

SSR(Question 6.5 ÷

Question 6.2)

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Support Staff

6.7 Please indicate below the total dedicated and shared support staff resources that are in place for the programme:

Support roles Dedicated staff FTE

Shared staff FTE

Administrative/ professional services staff

Psychology technical staff

Additional distance learning support staff (if applicable)Other support staff (please specify)


6.9 Have you reviewed the support staff resources listed in 6.7 above against the Society’s Supplementary guidance for providers of accredited programmes on the roles and contributions of professional administrative staff and Supplementary guidance on the roles and contributions of psychology technical staff?


6.11Please provide a brief overview of the activities undertaken by the staff referred to in 6.7 above in relation to supporting the trainee learning experience, and in providing support to academic staff.

6.11Please provide an overview of your approach to ensuring that academic staff maintain expertise in learning, research and practice (where relevant), and ensure that they remain up to date, and to supporting staff development for all staff.

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Staff CVs from 6.2. You may provide CVs in the education provider’s preferred format or provide brief biographies if preferred.




Good Practice





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Programme Standard 7: Discipline-specific resources


7.1 Please provide a brief overview of any specific challenges or constraints in relation to access to resources for this particular programme.

7.2 What IT facilities are available? (Including software and statistical packages).

7.3 What specialist Psychology research equipment is available?

7.4 How do trainees access these facilities? Both on campus and at a distance/off campus, as appropriate.

7.5 What psychology databases do trainees have access to? Is full text or abstract only access provided?



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Good Practice





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Programme Standard 8: Quality Management

External Examiners

8.1 Please provide details of the current external examiner(s) for the programme:

Name HCPC Registered (Y/N)

If yes please indicate modality

Affiliation/Employer Term of Office


8.2 Please outline how you intend to work collaboratively with service users to involve them in the programme

8.3 What have you identified as the main priorities for further development of the provision?

Please advise any specific ways in which you feel the Society’s visit to your programme may be able to support you with regard to these priorities.



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An overview of any feedback collected by the programme in relation to quality matters (e.g. internal programme review/validation document)




Good Practice





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Reviewers’ decisionReviewers: please complete the table below indicating the status of the programme’s achievement across the eight programme standards and indicate your overall decision regarding whether or not accreditation may be granted. Where reviewers agree that a standard is not met, accreditation will not be granted: the education provider will need to submit further evidence of having addressed the specific concerns identified before this decision may be reconsidered.

Standard Met in full Good practice Further information

Not met

1: Programme design

2. Programme content (learning, research and practice)

3. Working ethically and legally

4. Selection and admissions

5. Trainee development and professional membership

6. Academic leadership and programme delivery

7. Discipline-specific resources

8. Quality management and governance

May accreditation be granted to this programme? please indicate one option

Yes No

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New UK Doctorate SEQ - Occupational Psychology€¦ · Web view

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Transcript of New UK Doctorate SEQ - Occupational Psychology€¦ · Web view