M5GRL2200 RLE 1, emne 2 Emneplan

The student must have passed PSYK1420 and PSYK2200.

After completing the course, the student is expected to have achieved the following learning outcomes defined in terms of knowledge, skills and competence:

Knowledge;

The student can

• describe the relationship between applied, experimental, and conceptual behaviour analysis
• define the term summary label and explain how category mistakes can occur in the description and explanation of behaviour
• describe how complex phenomena such as memory, verbal behaviour, private behaviour, and cognition can be understood in a behaviour analytic framework

Skills;

The student can

• discuss arguments for and against a behaviour analytic approach to understanding human behaviour
• define and provide examples of behaviour analytic principles

General competence;

The student can

• discuss how the concepts of description, prediction, and control are part of the science of behaviour
• describe considerations that need to be taken into account when developing unit of analysis in a science of behaviour

The course includes lectures, inter-teaching, student-initiated group activities, individual study,;as well as compulsory seminars. In the seminars, students will present topics from the syllabus, engage in discussion, and receive feedback and guidance on further studies. Each seminar will be concluded by student presentations on all topics from the seminar with all students in attendance. The students’ learning outcomes will be documented through presentations, tests and the examination.

After completing the programme, the candidate is expected to have researcher qualifications in educational sciences for teacher education-related research, and is expected to have achieved the following overall learning outcomes defined in terms of knowledge, skills and general competence:

Knowledge

The candidate

• is in the forefront of knowledge and masters relevant philosophy of science and methodology in educational sciences for teacher education
• has in-depth theoretical and empirical insight into general educational science issues of relevance to teacher education
• has extensive knowledge of and can critically assess the main features of Norwegian and international educational science research of relevance to teacher education

Skills

The candidate

• can act as an independent researcher and contribute to the development of new knowledge at a high international level in the field
• can carry out scientific analyses of complex connections in the field
• can handle complex academic questions and problematise the field's knowledge base
• can give academically sound written and oral presentations at national and international conferences

General competence

The candidate

• can identify needs for new educational science research of relevance to the knowledge base and action competence in teacher educations
• can communicate his/her own and others' research through nationally and internationally recognised publication channels
• can contribute to research-based change and development in the field
• can identify ethical challenges in in his/her own and others' research in the field and carry out his/her research with academic integrity

The training component (30 ECTS credits)

The training component is intended to underpin the student’s research.

In the course Theories of Knowledge in Teacher Education Research, the student is expected to acquire theoretical and empirical insight into general educational science issues of relevance to teacher education. The course is compulsory for the PhD Programme in Educational Sciences for Teacher Education. The course is taught every academic year.

In the philosophy of science, methodology and ethics courses, the student is expected to acquire insight into philosophy of science, methodology and research ethics topics with a view to developing their ability to conduct scientific analyses and critically analyse and assess complex connections in the field using adequate methods. The PhD programme offers courses in philosophy of science, methodology and ethics. These courses will vary between academic years. In consultation with the supervisor, the student will choose philosophy of science, methodology and ethics courses that meet his/her needs in relation to the thesis. The student may also choose philosophy of science, methodology and ethics courses from other programmes at OsloMet or from other universities and university colleges. International PhD courses may also be included in the degree.

The elective specialisation courses are intended to give students an opportunity to acquire knowledge in areas of relevance to their work on the thesis. Every year, the PhD Programme in Educational Sciences for Teacher Education offers different elective specialisation courses with a scope of 5 ECTS credits each. These courses will vary between academic years. Students may also choose a course or courses from their own PhD programme or from other programmes at OsloMet or from other universities and university colleges. International PhD courses may also be included in the degree.

All courses taught as part of the PhD Programme in Educational Sciences for Teacher Education will be announced on the programme’s website. The courses are described in separate course plans with information about the number of ECTS credits, content, learning outcomes, forms of assessment, assessment, teaching plan and a reading list.

Up to 5 ECTS credits of the training component may be taken pursuant to the following rules:

• Studies or a research stay at a foreign institution: 1 ECTS credit for the first two weeks, and then 1 ECTS credit per week. The stay must last for at least two weeks. The plan for the stay must be approved by the main supervisor, and the external institution must confirm that the plan has been complied with. A written report must be submitted after the stay. The ECTS credits can only be awarded if no ECTS-conferring course credits are awarded during the same stay.
• Upon application, presentations of papers at international conferences can be recognised as part of the training component, conferring a maximum of 3 ECTS credits.
• Upon application, ECTS-conferring generic courses for PhD students can be recognised as part of the training component

Recognition of courses taken at other institutions

If any PhD students wish to take courses at institutions other than OsloMet, the head of the PhD programme at the Faculty of Education and International Studies (LUI) must approve the inclusion of these courses in the PhD programme's training component.

The research component (150 ECTS credits)

Course code: PHUV9900.

The key component of the programme is the work on a scientific thesis. Provisions concerning the thesis are set out in Chapter 5 of the Regulations. In principle, the programme uses article-based theses. Alternatively, the thesis can consist of a single text (monograph).

The thesis shall be an independent piece of scientific work that meets international standards in the field. It shall contribute towards developing new academic knowledge and shall be of a sufficiently high standard to merit publication as part of the scientific literature in the given field. Joint work can be accepted as a thesis if the PhD candidate's independent contribution can be identified and documented.

Work and teaching methods

The individual courses in the training component are usually taught over one semester. As a rule, the compulsory course will be taught in the autumn semester. The teaching methods used are lectures, seminars and supervision. For more information, see the individual course descriptions.

Supervision

The students are entitled to up to 210 hours of supervision during their work on the thesis. They are expected to make active use of this offer. The main supervisor should preferably be affiliated to OsloMet. Students can apply to have a co-supervisor from another institution appointed. The supervision agreement should stipulate the planned use of the supervision hours. At the first supervision session of each semester, a meeting schedule and a plan for how to use the time must be prepared. The supervision sessions include preparation, conversations with the PhD student and follow-up work. The supervisor’s obligations and rights are regulated in Chapter 3 of the Regulations.

The main supervisor has formal responsibility for matters concerning the student. If the main supervisor does not work at OsloMet, the co-supervisor must be affiliated to OsloMet, and the main supervisor and co-supervisor will share responsibility in such cases. Reports and written works must be presented to both the external and internal supervisor.

The internal supervisor is obliged to maintain contact with the student and to stay informed about how the work is progressing. The student shall be included in and be supported by a relevant and active academic and research community. The internal supervisor is responsible for involving the student in the academic community. However, the supervision shall consider that the thesis is to be a piece independent scholarly research.

Seminars

Each semester, seminars on interdisciplinary topics will be organised where relevant issues will be discussed. In these seminars, the students will be given an opportunity to present and problematise their projects.

Dissemination

PhD students are expected to present their research at least once at an international conference. Students are also encouraged to communicate about their projects via relevant forums and channels.

Midway evaluation

A midway evaluation of the work on the thesis will be held halfway through the programme. The midway evaluation comprises an academic assessment, the purpose of which is to let the students present and evaluate the progress of their own project and provide an opportunity for the student to mention factors of importance for supervision and future progress. An external researcher will be appointed, who, together with the supervisors, the student, and the person responsible for the course, will constitute a panel. The evaluation can take around four hours. The midway evaluation is compulsory. Special guidelines have been drawn up for the student’s submission. The midway presentation, with subsequent midway evaluation of the PhD project, must take place before the PhD student has completed two years' worth of the PhD programme.

Annual progress reporting

To ensure quality and student throughput, the student and the supervisor are both obliged to submit a progress report every year. This report forms the basis for an assessment of the student’s progress in terms of his/her own research and the courses. An evaluation is also held at the end of the student’s research work during the admission period. Failure to submit a report or an unsatisfactory report may constitute grounds for terminating the agreement before the agreement period expires.

Grade scale A-F. A grade will be awarded on the basis of the tests taken during the course (60%) and the result of the home exam (40%). The student has a right to appeal the overall exam grade for the whole portfolio.

Stays abroad will be facilitated. Researchers from foreign institutions will be invited to give lectures and seminars. Students are encouraged to seek membership in relevant international research networks.

Students must write an essay as part of the compulsory course.

The elective courses offered use various exam forms which are described in more detail in the individual course descriptions.

The essay will be assessed and approved by the person responsible for the course and a member of the academic staff affiliated to the PhD programme. The learning outcome descriptions are used as assessment criteria.

If the essay is not approved, the student can submit a revised essay once by a specified deadline. The PhD Regulations Section 4-3 states that the provisions regarding cheating in the Regulations relating to Studies and Examinations at OsloMet – Oslo Metropolitan University apply to exams or tests taken during the PhD programme's training component.

The degree PhD of Educational Sciences for Teacher Education is awarded on the basis of:

• approved completion of the training component, alternatively other approved academic training or qualification
• an approved trial lecture on a specified topic
• an approved research thesis and approved public defence of the thesis.

Assessment is regulated by Chapter 6 of the Regulations. The supplementary provisions for assessment for the degree of philosophiae doctor (PhD) at OsloMet contain more detailed guidelines on the assessment procedure for submitted theses. The diploma will state the title of the thesis and information about the academic training programme the PhD candidate has completed.

Right of appeal

Rejections of applications for assessment of the thesis and decisions not to approve a thesis, trial lecture or public defence can be appealed to the Board of Appeal pursuant to the Public Administration Act Section 28 ff. The Appeals Board at OsloMet is the appeals body.

One internal and one external examiner