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Programme Specification for Consultation and the Organisation D.ConsOrg (Professional Doctorate)

This programme is only offered at: Tavistock and Portman NHS Trust.

Final award

D.ConsOrg (Professional Doctorate)

Intermediate awards available

N/A

UCAS code

N/A

Details of professional body accreditation

N/A

Relevant QAA Benchmark statements

N/A

Date specification last up-dated

November 2011

Programme content

The Professional Doctorate in Consultation and the Organisation is designed to provide opportunities for professional development in a consultative approach to organisations informed by psychoanalytic and systemic thinking and to provide the appropriate skills to undertake a piece of original scholarly research which will contribute to the knowledge base in the field.

This is achieved by providing:

  • advanced and sophisticated training in organisational consultancy underpinned by psychoanalytic and systemic thinking;
  • the skills, knowledge and understanding needed in consultation to meet the complex needs of organisations in private, public and third sectors; and
  • the opportunity to develop research skills needed to carry out original research informed by professional practice that will increase and augment the theoretical base of the profession.

Doctoral students will have the opportunity to:

  • develop a sophistication in their professional practice by undertaking a series of complex consultancy projects over three years, under supervision;
  • develop advanced academic understanding by the exploration of a self-identified research question; and
  • contribute to the growing body of knowledge about organisational consultancy from a systems psychodynamic perspective.

The doctoral programme is a free-standing course that builds on the two-year MA in Consultation and the Organisation: Psychoanalytic Approaches (course D10). Applicants who have not completed D10, but who have equivalent qualifications and/or experience, are welcome to apply. This programme complies with the UEL Professional Doctorate regulations and as such may be subject to revision from time to time.

Students will be joining a well-established training enterprise in Consultation to Organisations at the Tavistock Clinic and will benefit from the established expertise and from the wide range of Professional Practice undertaken at the clinic and the Tavistock Consultancy Service. They will have access to one of the most comprehensive collections of literature on psychoanalysis and human behaviour in the world.

Entry requirements

Essential requirements:

  • The MA in Consultation and the Organisation: Psychoanalytic Approaches (D10) or equivalent (see below).
  • Engagement in current work of an appropriate nature, ascertained at interview (for example, work as an organisational consultant, employed or self-employed, or as an employee within an organisation with managerial responsibilities).
  • A proven commitment to professional, personal and intellectual development.
  • Evidence of a capacity to learn from experience at many different emotional, social and intellectual levels.
  • Previous attendance at a Group Relations Conference (see below)

All applicants will need to have completed, or will complete by the end of the programme, a minimum of two Group Relations Conferences, at least one of which is residential, totalling a minimum of 10 days experience.  This may include conferences offered by the Tavistock and Portman NHS Trust, The Tavistock Institute (The Leicester Conference), the Grubb Institute or comparable institutions overseas (e.g. AK Rice Institute).  (Students who have completed the MA in Consultation and the Organisation: Psychoanalytic Approaches will have attended a 5 day residential Group Relations Conference).

Applicants with either prior-certified learning or prior-experiential learning that closely matches the specified learning outcomes of the taught part of the programme may be able to claim exemption via agreed university procedures.  No exemption can be claimed against the research part of the programme (apart from the taught course in Research Design, Ethics and Methodology) or in situations where a professional body excludes it.

Where English is not the applicant's first language, a minimum IELTS Academic English, or such qualifications as our University deems comparable, score of 7.0 overall, with a minimum of 6.5 in all components, is required at entry.  Such assessment of English language competence must normally have been undertaken no more than two years prior to application, though relevant and more recent study in a United Kingdom Higher Education Institution may be accepted as sufficient proof of ability.

Programme structure

Students will take a minimum of three years and nine months to complete the course and submit the thesis. The course is part time.

After the approved registration of the research proposal the maximum period of registration is 60 months and the minimum period 30 months.  This normally takes place towards the end of the second year of the taught programme.   The permitted maximum period from first enrolment is 8 years.

Students attend one day per fortnight in the first three years.

The programme has complementary two strands:

  • a taught strand offering continuing professional development in consultation (see Consultancy units 1, 2 , 3 and 4)on the left below), based on 6 consultancy projects that together with a self-reflective piece form a professional practice portfolio (comprising the assessed work from the units and not additionally assessed; and
  • a research strand (see units 1 and 2 and the on the right below), leading to a thesis on a topic identified by the student, to support professional practice in consultation.  An overarching principle of this part of the programme is that research should be rooted in and inform professional consultancy practice

The strands are structured into 7 units:

Consultation and the Organisation structure

In the first three years of the programme students will learn more about consultation and must undertake a minimum of eight consultancy projects to develop their professional consultancy practice, six of which are written up as Consultancy Reports.  Students' performance in seminars and supervision on the course will also form part of their assessment. The projects will need to be chosen to evidence a capacity to work in a variety of consultative situations; reflect work in different sectors (public, commercial, voluntary etc.); and demonstrate a range of interventions, including at least one example of the following:

  • coaching or leadership development with an individual;
  • work with a group or team;
  • work where the wider organisation is the prime focus;
  • brief work (which may include away-days); and
  • open-ended or longer interventions with a minimum of ten meetings overall.  

Other interventions may be included additionally. 

The consultancy research is an opportunity to contribute the knowledge base in the field of systems psychodynamics, consultancy and organisations.  Research ideas will be developed from a wide range of possibilities and could include:

  • Responses to change and innovation in organisations.
  • Exploration of new theoretical developments and the extension of theoretical concepts.
  • Evaluation of interventions with innovative methodologies.
  • Exploration of leadership, task, organisation in the mind, etc.
  • Evaluation of consultation with new client groups.

Students complete an essay (R1) and a research proposal (R2) towards their eventual research project and completion of a 40-60,000 word Thesis.

Learning environment

The teaching methods used are varied and include:

  • seminars;
  • practical consultancy work;
  • individual supervision on consultancy practice;
  • individual tutorial support
  • peer review discussion groups;
  • dissertation supervision; and
  • at least 3 days per fortnight of self-directed personal private study

Assessment

Assessment methods vary across the five programme units.

Consultancy Units
The four consultancy units (C1, C2 C3 and C4) include the assessment of practical performance in seminars and supervision on the course. These performance skills would be evidenced by the student's contribution to the professional practice seminars and individual supervision sessions and assessed on a continuous basis by their tutors and supervisors against the relevant assessment and marking criteria. Tutors and supervisors will provide annual written reports for each student for the first three years of the programme which will form part of the assessment of the Consultancy Units. 

Each of the four units additionally includes at least one assessed written submission:

  • Consultancy C1 – two consultancy reports each of up to 3,500 words. 
  • Consultancy C2 – two consultancy reports each of up to 3,500 words.
  • Consultancy C3 – two consultancy reports each of up to 3,500 words, field notes for two further consultancy projects each of 750-1,000 words
  • Consultancy C4 – a professional development summary report of up to 1,500 words.
    (The written work from the four consultation units together comprises a Professional Practice Portfolio which is not individually assessed)

Research Units
Research in Practice R1 - Essay –an essay of up to 4,000 words which critically reflects on the student's professional practice to date, locates their research interests and critically evaluates the literature in a relevant area.

  • Research in Practice R2 – Research Proposal of up to 4,000 words.
  • Thesis – Research Thesis of between 40,000 and 60,000 words.

Relevance to work/profession

The work undertaken on the professional doctorate will be of immediate value to students' professional practice and development.  The regular supervision and discussion of ongoing consultancy work supports reflexive practice and development of advanced professional skills.  The choice of research project provides further opportunity for students to develop and apply knowledge, understanding and skills to push the boundaries of not only their own practice but that of the wider professional field of consultation to organisations.

Research Thesis

Throughout years 1 and 2 of the programme students will have the opportunity to discuss and develop their ideas for research and formulate a proposal with support from their peers, tutors and individual supervisors.

Registration of the research component can only take place following a recommendation from the relevant School Research Degrees Sub-Committee to the University Research Degrees Committee of the suitability of the candidate to undertake research, of the programme of research, of the supervision arrangements and of the research environment.  These approvals require appropriate academic judgement to be brought to bear on the viability of each research proposal. 

Candidates for a Professional Doctorate must successfully complete all assessed elements of their programme before award of the degree can be made.

Once the research stage of the programme is reached progression will be formally reviewed annually by a Panel comprised of staff with appropriate academic and professional expertise who are independent of the candidate's supervisory team.  The School Research Degrees Sub-Committee and the university Research Degrees Subcommittee monitor the reports from these Panels.

The examination of the research component of the Professional Doctorate has two stages: firstly the submission and preliminary assessment of the research; and secondly its defence by oral examination.

Added value

Feedback from the early cohorts of students has been very positive.
“The doctorate certainly does what it says on the box. I feel much more able to take up my role as a consultant and, near the end of completing my research, have been offered several senior positions in the consultancy world. Delighted.” (Member of the first cohort of the professional doctorate 2006)

“Teaching is consistently high quality, the course design is a strength.  As an independent practitioner I have been able to think more clearly about my work.” (Feedback from 2009 cohort)

The Tavistock is currently engaging in discussions with other organisations who offer related trainings in consultation and organisational development with the intention that a professional body be established to register and accredit those who have qualified from recognised training courses in consulting to organisation.  Currently no such professional body exists.

Your future career

Possession of the professional doctorate would be an advantage in applying for high-level posts with a consultation brief, either nationally or internationally.  Additionally the experience of having undertaken projects evaluating consultancy practice would be highly valued.  Graduates might be expected to contribute to training others in consultancy skills.  Similarly this doctorate would also be advantageous in applying for or being promoted to high-level managerial positions, where a capacity to understand complexity of organisational issues, together with skills in enabling development and change in an organisation would be highly relevant.

How we support you

Students are supported by their personal tutor, thesis and professional practice supervisors, work discussion and thesis seminar leaders.  There is a range of additional support services organised by the Tavistock and UEL which students are able to access.

Small groups, together with the emphasis on review and reflection that is a central tenet of the programme provide opportunity for students to work closely together in a supportive environment within which lasting professional relationships may be forged.

The Graduate School is responsible for providing a focus to the support of our postgraduate research students and for our institution's research and scholarly strategy.

Professional Doctorate students will have at least two and not normally more than three supervisors, who together demonstrate an appropriate range of academic and professional experience.  One supervisor shall be the Director of Studies with responsibility to supervise the candidate on a regular and frequent basis.

Bonus factors

The Tavistock is an internationally renowned centre of excellence for psychoanalytic studies, research, and clinical work.  There are also opportunities to hear speakers eminent in the field and to meet colleagues from a diversity of backgrounds who have a common interest in psychoanalytical and systemic perspectives on understanding organisations and consultation.

The interactive approach of the programme provides added value for organisations, as some of the projects may be developed within the context of the student's own organisation.  This consultative approach is thus available within the organisation through the student's work on the programme.  Organisations may thus be willing to fund students to undertake the programme.   The interactive approach is also of value to self-employed students, who will acquire a peer group and supervision opportunities for some of their work.

Programme aims and learning outcomes

What is this programme designed to achieve?
This programme is designed to give you the opportunity to:

  • Participate in a range of opportunities for consultation under supervision, including, complex consultancy projects and your own professional practice in consultation to organisations.
  • Develop the relevant advanced theoretical knowledge, understanding, skill base and academic support to undertake a piece or original scholarly research in the field of organisational consultancy.
  • Reflect on the process of your learning and development and promote your self-awareness.
  • Develop creativity in your consultancy work and make the best use of your academic and consultative potential

What will you learn?

A candidate who is awarded a Professional Doctorate will be expected to have achieved the following learning outcomes:

Knowledge

  • New knowledge – To create and interpret new knowledge, through original research, or other advanced scholarship, of a quality to satisfy peer review, which extends the forefront of the discipline and merits publication.
  • Body of knowledge – To systematically acquire an understanding of a substantial body of knowledge, which is at the forefront of an academic discipline or area of professional practice.
  • Techniques for research and academic enquiry – A detailed understanding of applicable techniques for research and advanced academic enquiry.
  • Consultancy theory and practice – A sophisticated awareness of psychoanalytic, systemic and group-relations consultancy theories and organisational, inter-group, intra-group and interpersonal processes and their application to the practice of consultancy from within the Tavistock paradigm.

Thinking skills

  • Project design and implementation – To conceptualise, design and implement a project for the generation of new knowledge, application or understanding at the forefront of the discipline and to adjust the project design in the light of unforeseen problems.
  • Judging issues – To make informed judgements on complex issues in specialist fields, often in the absence of complete data.
  • Analysis and synthesis – To analyse and synthesize complex information and ideas that result in the creation of new knowledge and ways of using this knowledge in consultancy practice.
  • Personal approach – To evaluate and argue for an identified approach to their work and research, informed by a critique of the Tavistock paradigm, ongoing critical reflexive practice and learning from experience.

Subject-Based Practical skills

  • Ethical approach – A sophisticated theoretical and practical understanding of the ethical issues facing organisational consultants and researchers in the field and an understanding and use of the relevant guidelines, rules and legal requirements.
  • Consultancy skills – To deploy high-level professional consultancy skills to individuals teams, large and small organisations within a variety of contexts and through a range of interventions, from psychoanalytic, systemic and group relations perspectives, taking into account the unconscious processes in the work.

Skills for life and work (general skills)

  • Future use of research skills – Ability to continue to undertake pure and/or applied research and development at an advanced level, contributing substantially to the development of new techniques, ideas or approaches.
  • Leadership skills – The qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments.
  • Communication skills – Ability to communicate their ideas and conclusions clearly, effectively and sensitively to specialist and non-specialist audiences.

The programme structure

Introduction

All programmes are credit-rated to help you to understand the amount and level of study that is needed.

One credit is equal to 10 hours of directed study time (this includes everything you do e.g. lecture, seminar and private study).

Credits are assigned to one of 5 levels:

  • 0 - equivalent in standard to GCE 'A' level and is intended to prepare students for year one of an undergraduate degree programme
  • 1 - equivalent in standard to the first year of a full-time undergraduate degree programme
  • 2 - equivalent in standard to the second year of a full-time undergraduate degree programme
  • 3 - equivalent in standard to the third year of a full-time undergraduate degree programme
  • M - equivalent in standard to a Masters degree
  • D  - equivalent in standard to a Doctorate degree

Credit rating

The overall credit rating for the Professional Doctorate in Consultation and the Organisation programme is 580.

Typical duration

The normal minimum and maximum periods of registration for a Professional Doctorate at The Tavistock and Portman NHS Foundation Trust are as follows:

  Minimum Maximum
Part-time 30 months 60 months

How the teaching year is divided

The teaching year begins in October and ends in July.  The overall academic requirement is a weekly commitment of two full days.

In years 1 to 3 students are expected to attend for teaching on a fortnightly basis for a full day and will be expected to spend at least three days each fortnight in independent study.  Additional individual supervision on professional practice or research or tutorials may be arranged outside of this time.

What you will study when

Year

Terms

Level

UEL Module
Code

Module Title

Credit

Status

1

1-3

D

*** tbc

Consultancy 1

60

Core

2

1-3

D

*** tbc

Consultancy 2

60

Core

1

1-3

D

*** tbc

Research in Practice  1

40

Core

2

1-3

D

***tbc

Research in Practice 2

40

Core

3

1-3

D

*** tbc

Consultancy 3

60

Core

3

1-3

D

***tbc

Consultancy 4

20

Core

3+

 

D

*** tbc

Thesis

300

Core

Requirements for gaining an award

In order to gain the Professional Doctorate Award, you will need to obtain 580 credits at D level.

Teaching, learning and assessment

Teaching and learning

Knowledge is developed through

  • Seminars to support students' in depth study of psychoanalytic, systemic and group relations perspectives and their application to organisational consultancy.
  • Seminars on professional practice and small group discussions to encourage students to relate the Tavistock paradigm to organisational, inter-group, intra-group, and interpersonal issues and how this may lead to functioning or dysfunctional individuals, teams and organisations.
  • Seminars to support students' study of research ethics, design and methodology in the context of organisations, including quantitative and qualitative methods.
  • In-depth study of literature relevant to the chosen consultancy research thesis topic.
  • Preparation of an essay on research methodology relevant to the chosen topic.

Thinking skills are developed through

  • Seminars in which the emphasis is on the opportunity for participants to engage with issues in an atmosphere of thoughtful debate.
  • Discussion in seminars and small group sessions, that encourage questioning and formulating an individual viewpoint, reviewing and reflecting on the experience of the programme and its application.
  • Ongoing self-reflection of consultancy practice and the keeping of a personal journal.

Practical skills are developed through

  • Undertaking and writing up at least eight consultancy projects across and range of contexts and interventions.
  • Regular supervision of consultancy projects.
  • Reviewing own practice on an ongoing basis and writing this up for the professional practice portfolio (non assessed)
  • Exposure to a wide range of professional consultancy practice via the consultancy work discussion group.
  • The task of writing a consultancy research project proposal.
  • The task of setting up and pursuing a consultancy research project and evaluating its result.
  • Completion of a substantial thesis.

Skills for life and work (general skills) are developed through

  • Conducting a practical consultancy project, managing time, boundaries and resources.
  • Allowing space for reflection on professional work, both individually and with colleagues.
  • Supporting and challenging others to explore and develop their skills.
  • Writing a variety of documents for different audiences.

Assessment

There are two main assessment methods used on the programme:

  • scrutiny of the written evidence (consultancy reports, field notes, self-development report; research methods essay and research proposal; and the research thesis); and
  • observation of student's performance in seminars and supervision sessions.

Knowledge is assessed by

  • the theories referenced, evaluated and applied to consultancy practice evidenced both in their practice through supervision and in the reports submitted .

Thinking skills are assessed by

  • the use of critical appraisal skills in relation to theory and consultancy practice
  • the originality of thought evidenced in ideas, arguments and conclusions
  • the self-reflective skills applied to consultancy practice and professional development.

Practical skills are assessed by

  • the range of consultancy interventions in a variety of settings
  • a research project in a consultancy setting, that takes account of professional and ethical issues
  • the organisation and completion of the thesis to meet the requirements.

Skills for life and work (general skills) are assessed by

  • the analysis of self-development opportunities to transfer the skills learned to their ongoing professional work
  • the use of communication skills across a range of audiences and contexts.

How we assure the quality of this programme

Before this programme started

Before this programme started, the following was checked:

  • there would be enough qualified staff to teach the programme;
  • adequate resources would be in place;
  • the overall aims and objectives were appropriate;
  • the content of the programme met national benchmark requirements;
  • the programme met any professional/statutory body requirements;
  • the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning  and assessment strategy and student support mechanisms.

This is done through a process of programme approval which involves consulting academic experts including some subject specialists from other institutions.

How we monitor the quality of this programme

The quality of this programme is monitored each year through evaluating:

  • external examiner reports (considering quality and standards);
  • statistical information (considering issues such as the pass rate);
  • student feedback.

Drawing on this and other information, programme teams undertake the annual Review and Enhancement Process which is co-ordinated at School level and includes student participation.  The process is monitored by the Quality and Standards Committee.

Once every six years an in-depth review of the whole field is undertaken by a panel that includes at least two external subject specialists.  The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions.  The result is a report highlighting good practice and identifying areas where action is needed.

The role of the programme committee

This programme has a programme committee comprising all relevant teaching staff, student representatives and others who make a contribution towards the effective operation of the programme (e.g. library/technician staff).  The committee has responsibilities for the quality of the programme. It provides input into the operation of the Review and Enhancement Process and proposes changes to improve quality.  The programme committee plays a critical role in the  quality assurance procedures.

The role of external examiners

The standard of this programme is monitored by at least one external examiner.  External examiners have two primary responsibilities:

  • To ensure the standard of the programme;
  • To ensure that justice is done to individual students.

External examiners fulfil these responsibilities in a variety of ways including:

  • Approving exam papers/assignments;
  • Attending assessment boards;
  • Reviewing samples of student work and moderating marks;
  • Ensuring that regulations are followed;
  • Providing feedback through an annual report that enables us to make improvements for the future.

Listening to the views of students

The following methods for gaining student feedback are used on this programme:

  • twice yearly Course Committee Meeting of students, staff and supervisors;
  • personal communication to tutors and supervisors; and
  • regular reviews in seminars.

Students are notified of the action taken through:

  • circulating the minutes of the course committee; and
  • communication with personal tutors.

Listening to the views of others

The following methods are used for gaining the views of other interested parties:

  • staff and candidates of other Tavistock Doctoral Programmes are invited to student presentations and provide comment; and
  • discussion with the External Examiners.

Where you can find further information

Further information about this programme is available from:

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