UNIVERSITY OF EAST LONDON. POSTGRADUATE PROGRAMME SPECIFICATION MSc Business Psychology. Alternative locations for studying this programme:

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1 UNIVERSITY OF EAST LONDON POSTGRADUATE PROGRAMME SPECIFICATION MSc Business Psychology Final award Intermediate awards available Mode of delivery Details of professional body accreditation Relevant QAA Benchmark statements Date specification last updated MSc Postgraduate Diploma Postgraduate Certificate On campus This programme is not accredited by the British Psychological Society N/A July 2015 Alternative locations for studying this programme: Location AKMI Metropolitan College - Athens and Thessaloniki - Greece Which Elements? All - Entire programme in Greek Language. English IELTS requirements do not apply (Programme not accredited by the BPS) Taught by UEL Staff? No Taught by Local Staff? Yes Method of Delivery Full Time and Part Time 1

2 The summary - Programme advertising leaflet Programme content The MSc is designed to provide the foundation for students wishing to become practising business psychologists. The programme is organised into core and optional modules as follows. Stage One Modules will run in Semester One for full time students and in Year One for part time students. Stage Two Modules will run in Semester Two for full time students and in Year Two for part time students. The MSc Business Psychology at UEL This MSc differs from others in the following ways: open to non psychologists additional modules in research methods and professional practice optional modules in training, counselling, coaching, positive psychology and careers coaching taught by full-time staff who are all chartered occupational psychologists taught by consultancy and research active staff from across subject area significant contribution from practising occupational psychologists and business psychologists emphasis on underpinning theory as a means to develop practical skills of business psychology real world teaching and assessment live organisational consultancy assignments to carry out Entry requirements Minimum 2:2 Honours in any degree. Work experience is an advantage but not essential. Students that apply to enter stages of the programme may be admitted through normal Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL) processes, or through an approved articulation agreement. Therefore such applicants must be able to demonstrate and evidence that they have the required learning outcomes as listed in the modules for which they are seeking exemption. In the case of applicants whose first language is not English, then IELTS 6.5 (or equivalent) is required. At UEL we are committed to working together to build a learning community founded on equality of opportunity - a learning community which celebrates the rich diversity of our student and staff populations. Discriminatory behaviour has no place in our community and will not be tolerated. Within a spirit of respecting difference, our equality and diversity policies promise fair treatment and equality of opportunity for all. In pursuing this aim, we want people applying for a place at UEL to feel valued and know that the process and experience will be transparent and fair and no one will be refused access on the grounds of any protected characteristic stated in the Equality Act

3 Programme structure The programme will be offered as a full time programme over one academic year or as a part time programme over two academic years. There will be two intakes each year in September and January. The programme will be delivered at weekends in intensive blocks of teaching. Learning environment This programme is to be delivered on campus using a range of teaching and learning approaches, including traditional lectures, seminars, workshop activities; on-line materials and discussions and electronic support; group exercises and role plays. Additional interaction with tutors and other students will take place on-line using the university s virtual learning environment, Moodle. This system facilitates discussion forums, access to online programme information and materials as well as electronic messaging. Students have access to Athens for journals and books. We expect that students will take responsibility for the way they learn. Throughout the programme students will be undertaking independent learning and research, including individual reading, preparation of assignments and completion of assessed programme work. Assessment A wide range of assessment procedures is employed in line with UEL s Assessment Policy to ensure a high standard of academic and professional competence. Programme work is moderated and double marked, using a range of criteria explicitly outlined in the module specifications and module assessment guides and known to students in advance. The range and mixture of assessments will conform to the assessment tariff as set out by UEL. This is a 180 Level 7 Credit Programme. To achieve the MSc Business Psychology, students will have to attain all 180 Level 7 credits. An intermediate award of the Postgraduate Diploma in Business Psychology will be made if the student fails to proceed or gain the award of MSc. To be eligible for the Postgraduate Diploma the student has to complete 120 Level 7 Credits by passing a combination of core and optional modules that does not include the two 30 credit modules for the Research Dissertation. Students with disabilities and/or particular learning needs should discuss assessments with the Programme Leader to ensure they are able to fully engage with all assessment within the programme. Relevance to work/profession All teaching and assessment reflects the work of the professional business psychologist. Dissertations must be work-based. All other forms of assessment on the programme are either organisationally based or require students to produce and design an intervention or product that is fit for use within organisations. 3

4 Dissertation/project work Dissertations are devised by the student, negotiated with the tutor, and carried out within the student s own organisation. Occasionally students are unable to use their own organisations (too small, subject too sensitive etc): in these cases we use our network of contacts outside. Added value Offers significant professional knowledge, skills and experience Your future career Practising business psychologists, HR, teaching, independent consultancy. How we support you Contact with all tutors at any time during normal office hours. Module Tutors, Programme Leader and Dissertation Supervisors each have specific responsibilities. A genuine open door policy. Bonus factors Level A and Level B Certificates in Occupational Testing are offered to programme members. The costs of additional delivery needed will be dispersed to those programme members who elect to undertake this extra training. A range of internships in the profession is on offer to students 4

5 Programme aims and learning outcomes What is this programme designed to achieve? This programme is designed to give you the opportunity to: Aim one: gain a thorough understanding of the discipline of business psychology Aim two: develop awareness and competence in practical and professional practice Aim three: gain a thorough knowledge of research methods and data analysis Aim four: develop a critical and reflective approach What will you learn? Knowledge A thorough and contemporary knowledge of the discipline of business psychology A thorough and contemporary knowledge of research methodologies as applied to real world environments A knowledge of and exposure to real organisations with real issues to address Thinking skills Developing a critical approach to the evaluation of theories, models etc applied to the world of work Seeking evidence based research to support/refute some of the more fanciful claims of certain commentators on the workplace Developing confidence in the use of a range of research methodologies Subject-Based Practical skills Designing a selection event Presenting complex data to a lay audience Undertaking a coaching intervention Carrying out an ergonomic analysis of a safety critical system Investigating a morale/motivation issue in the workplace Qualifying in the use of ability and personality tests Skills for life and work (general skills) Becoming a more ethical practitioner: ethical considerations will underpin all teaching and ethical clearance will be required for the research dissertation Becoming a more effective team worker: teamworking skills will be covered and all coursework assignments will be carried out on small teams Becoming more effective in negotiating around sensitive and difficult organisational issues: consultancy skills will be taught and coursework assignments will often include supervised negotiated entry into organisations 5

6 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: 3 equivalent in standard to GCE 'A' level and is intended to prepare students for year one of an undergraduate degree programme 4 equivalent in standard to the first year of a full-time undergraduate degree programme 5 equivalent in standard to the second year of a full-time undergraduate degree programme 6 equivalent in standard to the third year of a full-time undergraduate degree programme 7 equivalent in standard to a Masters degree Credit rating The overall credit-rating of this programme is 180 M Level Credits Typical duration The typical duration of this programme is 1 year full-time or 2 years part-time. The maximum registration period for this programme is 6 years. Entry points are in September and January each year. It is possible to move from full-time to part-time study and vice-versa to accommodate any external factors such as financial constraints or domestic commitments. Many of our students make use of this flexibility and this may impact on the overall duration of their study period. How the teaching year is divided The teaching year is divided into two semesters of roughly equal length, with guided dissertation work occupying the summer semester. A typical full-time student will study four 15 credit modules and one 30 credit module each semester. A typical part-time student will study four 15 credit modules and one 30 credit module each year. 6

7 What you will study when This programme is divided into two stages. Stage 1 is the first semester for full-time students and the first year for part-time students. Stage 2 is the second semester for full-time students and the second year for part-time students. All students must complete 90 credits in Stage 1 and 90 credits in Stage 2. Students can choose one option from the two options available in Stage 1 and two options from the four options available in Stage 2 Stage 1 Modules Level UEL Module Code Available by distance learning (Y/N) 7 GC7410 N How Organisations Work 7 GC7411 N Helping Organisations to Change 7 GC7403 N Psychological Assessment in the Workplace 7 GC7404 N Research Methods & Dissertation 1 7 GC7302 N Facilitating Learning in Groups 7 GC7408 N Core Counselling Skills and Processes Module Title Credit Status 15 Core 15 Core 15 Core 30 Core 15 Optional 15 Optional Stage 2 Modules Level UEL Module Code Available by distance learning (Y/N) 7 GC7406 N Becoming a Professional Psychologist 7 GC7407 N Working in a Global Context 7 GC7405 N Research Methods & Dissertation 2 7 GC7301 N Coaching for Career & Professional Development 7 GC7409 N Designing & Managing Safety Critical Systems 7 GC7912 N Multidimensional Flourishing 7 GC7810 N The Skills of Effective Coaching Module Title Credit Status 15 Core 15 Core 30 Core 15 Optional 15 Optional 15 Optional 15 Optional 7

8 Requirements for gaining an award In order to gain a Postgraduate Certificate, you will need to obtain 60 credits at Level 7. In order to gain a Postgraduate Diploma, you will need to obtain 120 credits at Level 7 In order to obtain a Masters, you will need to obtain 180 credits at Level 7. These credits will include a 60 credit level 7 core module of advanced independent research. Masters Award Classification Where a student is eligible for an Masters award then the award classification is determined by calculating the arithmetic mean of all marks and applying the mark obtained as a percentage, with all decimals points rounded up to the nearest whole number, to the following classification 70% - 100% Distinction 60%- 69% Merit 50% - 59% Pass 0% - 49% Not passed Teaching, learning and assessment Teaching and learning Knowledge is developed through Weekend teaching sessions Independent reading and literature reviews Discussion and collaboration in study groups Specialist workshops Organisational visits External expert speakers Thinking skills are developed through Reflecting on the research literature Reflecting on own organisational experience The process of conducting desk research for coursework and dissertation The process of conducting live research and interventions for coursework and dissertation Practical skills are developed through Independent study and practice Practical tasks and presentations 8

9 Supervision tutorials The practical interventions required in all coursework Skills for life and work (general skills) are developed through The process of conducting live research and interventions for coursework and dissertation The practical interventions required for all coursework Working collaboratively with other students on complex and multifaceted coursework assignments Assessment Knowledge is assessed by Carefully constructed coursework, each piece requiring theoretical knowledge, practical application and critical self-reflection. An extensive research dissertation requiring multiple skills of consultancy, research, technical knowledge, critical analysis and effective writing skills Thinking skills are assessed by Critical self-reflections on experiences gained during coursework assignments Practical skills are assessed by The practical element of all assignments, which requires student groups to undertake an intervention within an organisation, such as designing and running a training programme The research dissertation, which requires students to identify a real organisational or employment issue, to negotiate a contract with the client, and to gain access to staff within the organisation Skills for life and work (general skills) are assessed by All coursework, which requires students to work together to complete assignments, often based in external organisations, which reflect the sorts of challenges faced by professionals in the field The quality of the coursework, which will depend in great part on how well the student groups work together. Again this interdependence with others reflects how professionals work in the field How we assure the quality of this programme 9

10 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 subject area 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: 10

11 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. The external examiner reports for this programme are located on the UEL virtual learning environment (UELPlus / Moodle) on the school notice board under the section entitled External Examiner Reports & Responses. You can also view a list of the external examiners for the UEL School by clicking on the link below. Listening to the views of students The following methods for gaining student feedback are used on this programme: Module Evaluations Student/Staff Consultative Committee (meeting twice a year) Students are notified of the action taken through: Circulating the minutes of the programme committee Providing details on the programme noticeboard Informal discussion Listening to the views of others The following methods are used for gaining the views of other interested parties: Questionnaires to former students Questionnaires to existing practitioners Questionnaires to employers of current students Questionnaires to those employers who participate in the Professional Practice Module 11

12 Where you can find further information Further information about this programme is available from: The UEL web site The student handbook Programme study guides UEL Manual of Regulations and Policies UEL Quality Manual Regulations for the Academic Framework 12

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