Master of Educational Psychology/Doctor of Philosophy (G02AA) // Entry and participation requirements

Entry requirements

1. In order to be considered for entry, applicants must have completed:

• Within the last 10 years, an Australian Psychology Accreditation Council (APAC) accredited four-year undergraduate sequence in psychology (namely a three-year major in psychology as part of an undergraduate degree plus a fourth year Honours specialisation in psychology, or equivalent) with a weighted average mark of at least H2A (75%) or equivalent; and
• A personal statement of no more than 500 words; and
• Two academic referee reports to be submitted online; and
• A selection interview (short-listed applicants only).

Meeting these requirements does not guarantee selection.

2. In ranking applications, the Selection Committee will consider:

• Prior academic performance; and
• Suitability for clinical training as determined by the interview, personal statement and referee reports.

3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.

4. Applicants are required to satisfy the University’s English language requirements for postgraduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7+ is required.

 

Note:

a) The weighted average mark is calculated one third from third year psychology subjects and two thirds from fourth year psychology subjects.

b) Selection into the Master of Educational Psychology/PhD requires the approval of the intended PhD supervisor, and the Melbourne Educational Research Institute. Direct entry into the combined Masters/PhD programmes is available to international applicants only. Local applicants must enrol in the Master of Educational Psychology programme and then apply to articulate to the combined PhD programme towards the end of their first year in the Masters programme.

c) To be validly enrolled, applicants not currently registered with the Psychology Board of Australia must apply for Provisional Registration with the Psychology Board of Australia before the start of the first semester of enrolment, and applicants without a Working with Children Card must apply for one before the start of the first semester of enrolment.

d) Applicants with non-Australian qualifications must provide an Australian Psychological Society (APS) comparability assessment with their application, to confirm their eligibility for Associate Membership. See the Australian Psychological Society (APS) website for details: www.psychology.org.au

Inherent requirements (core participation requirements)

The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:

1. The ability to comprehend complex information related to educational psychology.
2. The ability to communicate clearly and independently in assessment tasks and to demonstrate knowledge of the content, principles and practices relating to educational psychology.
3. Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include tasks completed in collaboration with other students.

In courses requiring students to undertake practicum placements:

4. The ability to undertake professional practice placements independently, including:

a. the ability based on personal maturity to establish a professional relationship with client groups and interact with them appropriately;
b. the ability to create, monitor and maintain a safe physical environment, and a stable and supportive psychological environment;
c. the ability to establish effective relationships with all members of the client and caregiver groups;
d. the ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of client groups, and the personal resilience to cope and maintain their wellbeing under stress.
Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact Student Equity and Disability Support http://services.unimelb.edu.au/student-equity

Last updated: 21 February 2025