UNIVERSITY OF LONDON LEARNING TEACHING AND ASSESSMENT SUB-COMMITTEE

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1 LTAS 7/5 UNIVERSITY OF LONDON LEARNING TEACHING AND ASSESSMENT SUB-COMMITTEE BSc (Hons) Psychology The University of London International Academy is planning to launch a BSc Psychology in January The programme will be for online learning and has been developed with three lead colleges of the University of London: Royal Holloway, Birkbeck and Goldsmiths. The academic approval event for the programme took place on 16 April The Chair of the scrutiny panel was Professor Paul Webley, Director of SOAS and Deputy Vice-Chancellor of the University of London. The two further panel members were External Subject Specialists from City University and the University of Leeds. Senior management, Programme team members, module authors and Quality Managers from across all the development partners were invited to take part in the discussion with the panel. The panel addressed the following in their conclusions and recommendations: academic coherence, programme structure and the student learning experience. Owing to the proximity of the approval event with the deadline for papers, this report will be tabled at the meeting on 26 April The Psychology Programme Leader will be present to give an account of the approval event. The full set of papers presented for the approval event have been included for reference. Required Action: Members of the Sub-Committee are asked to note and endorse the recommendation of the approval panel which is to recommend approval of the proposal to the Academic Committee, subject to any specified minor amendments. Academic Development Directorate, April 2012

2 LTAS 7/5.1 UNIVERSITY OF LONDON INTERNATIONAL PROGRAMMES BSC PSYCHOLOGY PROGRAMME APPROVAL EVENT 16 April 2012 ( ) Court Room, first floor, Senate House, University of London, Malet Street, London, WC1E 7HU (Map: PANEL MEMBERS Chair: Professor Paul Webley, Director of SOAS, University of London External subject specialists: Professor Gary Morgan, Professor of Psychology, Assistant Associate Dean (Research), City University London Dr Catriona Morrison, Senior Lecturer in Experimental Psychology, Director of Learning and Teaching, University of Leeds PROGRAMME TEAM AND OTHER ATTENDEES Representation from across all partners in this development will be present the three Lead Colleges of the University of London and the University of London International Academy Senior management members Programme team members Quality representatives UoLIA Online librarian Programme Leader: Dr Roz Dixon Secretary: Judith Collier (Policy and Development Manager, UoLIA) AGENDA AND SUGGESTED TIMINGS Pre meeting of the panel Questions to senior management Questions for the programme team Private meeting of the panel Feedback

3 DOCUMENTATION LTAS 7/5.1 A detailed programme specification (which includes a draft set of programme regulations) Indicative syllabi (which include the College Lead, the team members, the related awards, the College validation details). Business plan (excluding detailed financial breakdown) this is the key document for submitting for financial approval of the proposal but it has been included here as amongst other details it provides the rationale for the programme, the timeline for the development and the detailed market research. It also shows how these initial awards fit into the 10 year development of a suite of new Psychology awards. OUTLINE OF THE EVENT This event is to approve the following named awards: BSc (Hons) Psychology Graduate Diploma Psychology DipHE Psychology CertHE Psychology. The panel is requested to consider the following aspects of the programme as part of its discussion, conclusions and recommendations: Academic Coherence with particular reference to the following from the QAA code of practice for the assurance of academic quality and standards in higher education: The design principles underpinning the programme The definition and appropriateness of standard in accordance with the level and title of the award Programme Structure with particular reference to the following from the QAA code of practice for the assurance of academic quality and standards in higher education: The contents of the programme specification The development of the programme between its approval and start Learning Experience with particular reference to the following from the QAA code of practice for the assurance of academic quality and standards in higher education: The necessary resources to support the programme The nature of the learning opportunities offered by the programme 2

4 LTAS 7/5.2 University of London International Programmes BSc Psychology Business Plan EXECUTIVE SUMMARY Psychology has grown to be one of the top five most popular degree choices for students in the UK (HESA 2010/2011 statistics). Coupled with very strong indications of demand overseas, a request was issued to those University of London Colleges offering undergraduate degrees in Psychology to express an interest in developing a Psychology degree for the University of London International Programmes. The proposals received from the three Colleges, Goldsmiths, Birkbeck and Royal Holloway, revealed the different strengths of each of the departments and how each would approach the development. The possibility of combining their skills, expertise and reputations led to the development of a consortium approach. A strongly supportive distance learning model has been developed for this programme and a fee proposed at a highly competitive level both for the UK and International markets. Both provide strong drivers for the development of this scheme. Market research undertaken by the International Academy confirms the scheme s potential. Based on a mid range forecast the programme is estimated to break even in year 5, with an estimated 3000 student numbers at the end of year 10. A return of 3 million cash surplus is projected over 10 years (after direct and indirect costs and all investment funds are accounted for) The forecast is based on initially modest student numbers of independent learners in years 1 and 2 prior to full accreditation of the programme and the potential launch with targeted institutions from year 5. At the earliest opportunity during the 2012/13 academic year, the programme team is planning to seek accreditation from the British Psychological Society and requirements for this have been anticipated in the design and resourcing of the programme. The forecast does not include additional students from future development of the combined degree scheme, which is planned to include the linkage of psychology to other subject major/minor pathways. On a more pessimistic forecast, with a slower growth in student numbers (reaching less than 2000 by year 10), the break even point is estimated to be in year 7 and all costs and investment are recovered in year 10. Psychology business plan: Version 1.0 April 2 nd

5 OBJECTIVES LTAS 7/5.2 To support the International Academy in achieving the following respects of its strategic plan: to provide worldwide access to the internationally renowned programmes and awards of the University of London and its Colleges; to deliver a portfolio of intellectually challenging and accessible programmes that is sustainable, balanced and responds to student needs. to expand provision at undergraduate level beyond the EMFSS suite, Law and the smaller (older) programmes; to expand the UK UG market BA/BSc Psychology is one of the most popular degrees in UK (in the top five for the number of applications received in 2011 through UCAS) 1. To support the departments of psychology at the lead colleges to: expand engagement with University of London International Academy both internationally and in the UK; engage with the distance learning market; attract additional students and a further income stream without affecting the on campus enrolments. STAKEHOLDERS The main stakeholders in this development are the University of London International Academy, and the three Colleges of the University which make up the consortium partnership. Birkbeck College is among the top 150 Universities in the world. The Department of Psychological Sciences achieved a 96% student satisfaction rating in the last National Student Survey and was 5th in the UK in the 2008 Research Assessment Exercise. The Department of Psychology at Goldsmiths was ranked 24th of 75 in the 2008 Research Assessment Exercise (RAE 2008), with 50% of its research judged as internationally excellent or world leading. In the 2011 National Student Survey Psychology at Goldsmiths was ranked 20th of 110 departments for teaching satisfaction. The Department has been acknowledged as one of the top Psychology departments in the world (placed between 101 and 150th in the table of QS World University Rankings) and in the UK top 20 overall. The Department of Psychology at Royal Holloway is an international centre for excellence for teaching and research, ranked 6th in the National Student Survey. The Department of Psychology supports a thriving research culture, and was ranked 7th out 75 among UK psychology departments 1 Law, Business and Management are regularly in the top six degree subjects in the UK, as is Psychology. The University of London International Programmes in Law, Business, Management, Finance and Accounting attract many students and are very successful. There is every reason to believe that a joint development that pulls together the experience and expertise of the International Academy in providing distance learning degrees with the subject expertise of the lead colleges will be equally successful. Psychology business plan: Version 1.0 April 2 nd

6 LTAS 7/5.2 in the 2008 RAE. Royal Holloway is listed as being in the top 150 Universities in the world (107 th in the THES world rankings). There is potential for additional stakeholders in the future with the development of the programme. These are likely to include: Existing programmes in the University of London International Programmes combined degrees framework who will become partner programmes; University of London International Programmes alumni; Third party institutions which might potentially provide face to face support for learners where appropriate (these may be existing or new Institutions which may be overseas or institutions in the UK). MARKET ANALYSIS TRENDS There is clear evidence of the continued growth in transnational education (TNE) both in student numbers and in the number of providers like the University of London International Programmes offering a range of UK awards. According to HESA 2 data, in 2010/11, 503,795 students were studying for UK qualifications without coming to the UK. For example they were studying through distance learning or attending an overseas campus of a UK university. This was an increase of almost 100,000 in comparison to the previous year. The majority were students taking first degrees and studying outside the EU. Clearly the market for the programmes offered by the University of London International Programmes to students studying abroad would seem to be growing. The Online Learning Task Force produced its report 3 in 2011 and concluded that the international market for online learning is large and continues to grow and offers a great many opportunities for UK universities. Such opportunities are not limited to international students who want to study for a UK award but include the possibility for growth in online and more flexible patterns of provision which combine UK and home country study; online, blended and on campus UK experience. As more distance learning options become available, students are able to fit studying around their work, continue to earn an income which also makes them more self reliant and able to fund their own studies. The increase in tuition fees in the UK provides an opportunity to flexible programmes with a cost effective model as an alternative means for students aspiring to a first degree from a reputable awarding body. There is greater acceptability of online and distance learning as it has become more mainstream and often forming part of on campus study provision. Changes to visa rules for students are making it more difficult for people who would have come to the UK to study. Such students may consider online/distance learning for the same or similar awards if they are viewed as acceptable. 2 [data for 2011/12 should be available soon] 3 The Online Learning Task Force was established in mid 2009 by HEFCE to address how UK higher education might maintain and extend its position as a world leader in online learning. Link to report Collaborate to compete: Seizing the opportunity of online learning for UK higher education Psychology business plan: Version 1.0 April 2 nd

7 LTAS 7/5.2 Psychology is one of the popular subjects to be taken as a second undergraduate degree, especially for people who are retraining. PROFILING STUDENTS AND MARKET SEGMENTS Existing market: the International Programme 4 A survey of alumni, current students and visitors to the International Programmes website began collecting data in September By February , it had been completed by 1450 respondents. Prospective students 373 respondents were considering enrolling on an undergraduate degree: o The majority [73%] were 40 years of age or younger [22% were under 25 yrs], and there were an equal number of men and women. o Approximately half were living in Western Continental Europe 6, north America and Asia: - UK [13%: 48 respondents]; - US [7%]; - Hong Kong [6%]; - Singapore [5%]; - Malaysia [4%]; - Ireland [4%]; - Pakistan [4%]; - Germany [3%]; - France [3%]; - Greece [3%]. o Just over half [56%] were already graduates: - 32% had undergraduate degrees - 24% had masters degrees. o The highest qualifications of 26% of respondents were A levels. o When asked what attracted them to the University of London International Programmes, the most often cited reason was that programmes could be taken via distance learning [75%]. Gaining an internationally recognised qualification [61%] and the reputation of the university [59%] were the next most common reasons. o The majority of respondents were in work [57% full time; 18% part time]. There was a fairly even spread across employment sectors, the exception being that 24% were in education, teaching and lecturing. o The majority [73%] were hoping to gain employment in a different field of work within the next 5 years: - 35% wanted to work in counselling / social and guidance services; - 15% wanted to work in education; 4 The existing International Programmes student body will be particularly important in the first few years of the programme. 5 90% answered all questions in the survey. 6 Many of these students noted that they wanted to study in English and it is likely that some of these enquirers were expatriates. They were likely to be working in teaching and also business. Psychology business plan: Version 1.0 April 2 nd

8 o o o o - 13% wanted to work in health. LTAS 7/5.2 Approximately three quarters [70%] also expressed interest in becoming professional psychologists. Half [51%] said they would choose to take a single honours degree, a third [32%] a major in psychology] and 11% a joint honours in Psychology. When asked to indicate which other subjects they would also like to study 7 the most popular were: - education [32%]; - sociology [32%]; - philosophy [30%]; - international relations [23%]; - law [22%]; - HR [21%]. Through the International Programmes combined degree scheme psychology will be offered with philosophy in the first phase of development and further work will be undertaken to establish a potential major psychology pathway with education. 62% were planning to study part time with a further 12% unsure whether they would be studying full time or part time. NB The average time taken to complete a degree through the International Programmes is 5 years, while the median time taken to complete the honours degree in psychology at the OU in 2010 was 5.8 years. 53% felt their degree needed to be accredited by the British Psychological Society. A follow up survey 8 with these students in December 2011 found that: o Approximately half of these potential students would be deterred from enrolling if the degree was not accredited from the outset even if the application for accreditation were made in time for the graduation of the first cohort [27% felt they would be deterred a lot, 26% a little]. Only one third [36% 40 respondents] did not think they would be at all deterred by lack of accreditation at the launch of the programme. o 65 respondents were very interested in enrolling for the 2012/13 intake, while 35 were fairly interested. NB Market testing fees: The question of fees was addressed in the follow up survey to prospective students [n=116]. Five bands of fees were offered and respondents were asked to indicate the fees they felt would represent good value. Of those who answered [n=110] 51% identified the lowest band [ 4 6,000] as good value and 19% identified the next band [ 6 9,000]. Few prospective students identified fees over 9,000 as good value [15%]. An additional question about fees was added to the initial survey completed by students visiting the IAUOL website. Respondents were presented randomly with one of three fees [ 6,250, 7,495 and 8,125] and asked how willing they would be to pay the fee. Responses at the time of writing [n=80] suggest a programme fee of 6,250 may be least risky: 47% of respondents were either very willing or quite willing to pay this fee and only 13% were either quite unwilling or very unwilling to pay it. Slightly more respondents indicated willingness to pay a programme fee of 7,495 [52%] but 26% were unwilling. 7 Respondents could choose as many subjects as they liked people completed the follow up survey. Psychology business plan: Version 1.0 April 2 nd

9 LTAS 7/5.2 This programme will provide students with explicit online tuition to support their study which is factored into the fee. It will be important to balance the risks of too high an initial fee reducing initial numbers with the risk of setting too low a fee which may subsequently be difficult to increase above inflationary rates. Alumni and current students Students studying on other International Programmes will be important in achieving target FTEs on the new psychology programme. These students may wish to take electives, combined programmes or graduate awards. Consequently, the responses from 726 alumni and current students are also of note. o Approximately one third of these respondents [34%] were associated with the economics, management, finance and social sciences programme, and one third [30%] with law. Note, these programmes are not joining the combined degree scheme in the first phase of development. 15% were associated with computing and 12% with philosophy, who are joining the scheme. o In total, 78% thought they would have chosen to study some psychology at undergraduate level had it been available. One quarter [24%] thought they would have taken one or more electives in psychology and just over a quarter [28%] that they would have taken a minor. 14% thought they would have taken a joint degree. Only 4% would have wanted to major in psychology. o 41% studied through local teaching institutions. o The aspects of psychology identified as of most interest to these students were largely the same as for the prospective students [i.e. core subjects within the undergraduate syllabus such as social psychology and personality psychology]. However, there were some differences in relation to the applied aspects of psychology. For prospective students most popular were educational, organisational, health and business psychology, whereas for current students and alumni, the most popular areas were business, organisational and forensic psychology. o There was significant interest in postgraduate study in psychology: - 29% of alumni and current students expressed a definite interest; - 41% indicated potential interest. This is an aspect for future consideration after launch of the undergraduate programme and is consistent with the development of a graduate diploma award. Working with existing partners In autumn 2011 questionnaires were sent to four institutions offering a broad range of programmes and may offer psychology or be interested in offering psychology. These four institutions were in the following major markets for International Programmes: Singapore, Hong Kong, Malaysia and Trinidad. In summary, research with existing partners suggests: o Although there is demand for degrees in psychology it is less than for business/law degrees, as psychology is not as vocational as other programmes; Psychology business plan: Version 1.0 April 2 nd

10 o o o o o o LTAS 7/5.2 There will be intense competition in SE Asia and the psychology programme is only likely to succeed if it has the required accreditations, is competitively priced, includes assessed course work and has local teaching support; Fees at similar levels for EMFSS courses are likely to be acceptable where the course is supported by an institution; Many International Programmes students in SE Asia are only studying for the final two years of their undergraduate degrees as local diplomas provide exemptions for Level 4. Consequently, to be competitive, exemptions would need to be provided for relevant local diplomas: students would then take the final two levels of study as a top up route. In other words, a 1+2 programme or a 2+2 programme [including Level 3 preparatory courses may be worth considering. For example, one or more of the four large polytechnics in Singapore may offer diplomas in psychology; Ideally the degree would be accredited by main accreditation bodies locally, including for example those in Australia, US, UK and Singapore; Combined degrees likely to be of interest would be those that have a vocational element e.g. psychology plus human resources / law / computing / business administration etc.; The programme would be more attractive if it included some assessed course work rather than assessing all courses only through exams. SIM [Singapore] have expressed an active interest in offering the programme and in helping secure approval through the local psychological association. The programme team will also explore accreditation with the Australian Psychological Society once accredited by the BPS. See Appendix 1 for further details of research with existing partners carried out by the marketing team. Developing new markets: Part time / full time study in the UK: The total number of students enrolled as full time students on undergraduate degrees in the UK in 2010/11 was 1,367,330, of whom 69,360 were EU students [from outside the UK] and 117,865 were non EU students. The number of part time students was 545,250 of whom 10,960 were EU students [from outside the UK] and 16,355 were non EU students. This represented a decrease in part time students of 6% compared to the previous year. Undergraduate psychology in the UK: Psychology is one of the most popular undergraduate degrees in UK (in the top five for the number of applications received through UCAS in 2011). Applications for psychology have seen a steady increase for over a decade with 11,067 applications in 1996 rising year on year to 20,443 in The number of applications accepted went up from 6,263 to 16,114 in the same period. Changes to HE funding in the UK: In 2012/13, the Government will cut most ongoing direct public funding for tuition in England and raise the cap on tuition fees to 9,000. The average tuition fee in England, after discounts, is currently expected to be around 8,070/annum in 2012/13. This could mean that England has the second highest (average) fees in the developed world and the highest in any public system papers/sn05753 Psychology business plan: Version 1.0 April 2 nd

11 Students including part time students will be able to apply for government loans 10 LTAS 7/5.2. Students studying on International Programmes will not be able to apply for these loans. UCAS data 11 comparing university applications on 15/01/2012 with those on 15/01/2011 showed that total applicant numbers at that stage of the cycle had decreased by an average of 7.4%. Applicants from EU countries had decreased by 11.2% but there had been an increase in applicants from outside the EU of 13.7%. The application rate for 18 year olds from the most disadvantaged areas in England had decreased slightly, while there had been a larger decrease in the application rate from the most advantaged areas: both follow a trend of annual increases since Applications from older students had decreased more than those from school leavers: a drop of 0.1% in applications from 17 year olds and 2.6% in applications from 18 year olds, contrasted with an average drop of 10% in applications from people who were 20 or older 12. The only subject area not affected by the drop in applications were the subjects allied to medicine [presumably programmes considered vocational]. Applications for Education were down by 6.9%. Clearly recent changes in government funding for undergraduate study in the UK have profound implications for the proposed new psychology programme. Many potential students may reconsider whether or not to study for a degree given the debt that will be accrued. To reduce the overall cost of undergraduate study, students over the age of 18 years may be increasingly likely to consider parttime study, based at home. The government has been highlighting that loan repayments will only be made once graduates earn over 21,000 a year 13. However, given that the average salary was 26,200 in April 2011, this may not be particularly reassuring. In summary, there is suddenly and unexpectedly a substantial gap in the provision of what would traditionally be referred to as external programmes by reputable universities in England. In other words, in the provision of HE courses for adults who work often on low salaries but who want to take part time study without accruing significant, long term debt. FE Colleges in England: The relationship between FE colleges and Higher Education is currently undergoing change, given that some students will be looking for less expensive programmes and FE colleges may now apply for degree awarding powers. It is likely that some students will take the first and even the second Levels of their degrees at an FE college, and then seek to transfer to another institution for their final year/s. As a result FE colleges are actively rethinking their role in higher education and their relationships with other HE providers. Local universities are likely to represent the obvious choice of partner for most FE colleges but the potential for work with FE colleges across England will be explored by the programme team. Students who already have an undergraduate degree but wish to change career will not be able to access loans for second undergraduate degrees. Given that fees for postgraduate courses are also set to increase, these graduate students clearly present a potential market opportunity for the proposed psychology programme. Some graduates may need to first study psychology at undergraduate level in order to progress onto postgraduate training in psychology: in other words they may need to take a conversion course. At present there are few if any distance learning conversion courses available online. Others graduates may wish to study psychology at a relatively advanced level and 10 Loans will be paid back at 9% of the students income above 21,000. Full-time students will start to repay their loan from the April three years after the course starts, part-time students will start to repay from the April four years after they start. While studying, they will pay interest to match inflation plus an extra three per cent a year. When repayment begins, interest will start at the inflation rate when students earn less than 21,000 and will goes up to inflation plus 3% when they earn over 41, [accessed 3/2/2012] 12 The online survey conducted by the IAUOL Psychology Programme did not distinguish between respondents under the age of 25 years. 13 Office for National Statistics /ashe-statistical-bulletin-2011.html Psychology business plan: Version 1.0 April 2 nd

12 LTAS 7/5.2 may be interested in Graduate Diplomas if they meet the individual s needs in terms of content, delivery, price and so forth. Competitors within the UK: Of all the competitor programmes, the UK Open University (OU) has the largest share of UK undergraduate psychology students who are not studying at a campus university. Much smaller competitors include the University of Derby and Anglia Ruskin. However, there is an increasing trend towards online delivery of degrees from other providers, including private universities 14. A table of competitor programmes can be found in Appendix 2. The pattern of retention and progression at the Open University is of note: o In 2007/8 the introductory 60 credit module on the psychology programme at the OU had 4,000 students [2000 student FTEs]. Many were taking this course as part of other degrees and so forth. o Only 50% of students completed this introductory module and 45% of students on another compulsory course at the same level also failed to complete. o Approximately five hundred students graduate from the OU psychology degree each year. In other words, 12% of the students who enrol on the introductory course graduate with a degree. o The overall graduation rate for the OU for all subjects is 22%. NB The proportion of students who graduate from International Programmes undergraduate degrees is higher but 80% of students on these programmes receive face to face tutorial support through partner teaching institutions. Given that the proposed new psychology programme will be delivered entirely by distance learning in the first instance, the OU retention rate is a benchmark. As the OU programme is open entry there is a reasonable expectation that completion rates would be marginally higher for students enrolled on the International Programme s psychology degree, though this is not factored into the financial plan, (the completion rate is conservatively set at c12%). The level of engagement with students built into the design of the scheme will seek to improve the retention of students within course and through the programme. However, student FTEs at Level 4 are likely to be comparatively high when compared to student FTEs at Levels 5 and 6. MEETING THE OPPORTUNITY In summary, the market research for this project suggests the psychology programme should: launch in the 2012/13 academic year in order to take advantage of current changes in HE funding in the UK; plan to recruit significant numbers to Level 4, for example by actively recruiting to Certificates of Higher Education and later to a Level 3 access programme; compensate for potential attrition at levels 4 and 5 by 14 This reflects improvements in the software technology available; the increasing preference on the part of many students to download materials for use at home; the need for HE institutions to capture new markets given anticipated drops in student numbers; the expanding market in programmes for students studying for UK awards without coming to the UK. Psychology business plan: Version 1.0 April 2 nd

13 a) recruiting to a range of awards, including awards at Levels 5/6 b) populating each course with students from a number of awards; include pathways and awards for graduates 15 [including an award which, if accredited by the BPS, can be offered as a conversion course ] and consider at some future date the development of postgraduate provision; offer major and minor pathways, and electives to students on other programmes, as well as a single honours degree; include pathways that may be accredited; seek accreditation with the BPS at the earliest opportunity; and anticipate in the design and resourcing of the programme the requirements of the BPS for accreditation; include options in applied psychology that address the interests of both psychology undergraduates and students studying on other programmes; allow transfer to Level 5 for students who have taken local Diplomas equivalent to Level 4;. be proactive in investigating which institutions have Diplomas [Level 4] which would equate to Level 4 study on the BSc; anticipate from the outset how the programme would be delivered through face to face teaching at partner institutions if appropriate e.g. o build into the development plan a phased strategy for identifying, engaging and developing potential partners; o explore the possibility of partnerships with teaching institutions in the UK, including FE colleges where appropriate [and mindful of the catchment areas of the lead colleges]; o in the development of course materials anticipate how guidance for tutors at partner teaching institutions would be incorporated in order to add additional support to the materials delivered online; develop a fee structure that: o does not alienate the existing University of London International Programmes student body, given the importance of this group to the viability of the programme; o will not be prohibitive to students who pay additional fees to partner teaching institutions in the future; work closely with the marketing team to ensure maximum uptake across the range of students to whom this programme will be of interest; conduct market research with potential students abroad and in the UK who are not yet aware of the University of London International Programmes; monitor new developments in distance learning by other providers; cater to the needs of people who work, at least part time; develop a curriculum that supports changes in career; address the needs of psychology undergraduates: o working in education or wanting to move into education; o wanting to move into counselling & guidance, psychology or health; LTAS 7/5.2 design and resource the programme to include sufficient online study group contact with tutors; 15 To reiterate, 56% of respondents to the on line survey who were considering undergraduate study were already graduates, while 70% of respondents who were current students or alumni indicated interest in postgraduate study. Psychology business plan: Version 1.0 April 2 nd

14 LTAS 7/5.2 make good use of the technology available for supporting distance learners, given that the age of the student body suggests they should engage with this technology relatively easily if given the necessary support; include a balanced array of assessment with coursework and creative use of examinations; demonstrably reflect the needs and interests of a student body spread across the globe; cater to a widening participation agenda, attracting a diverse cross section of society. PROGRAMME SPECIFICATION ACADEMIC DEVELOPMENT AND DESIGN: PROGRAMME STRUCTURE Rationale: The design of the programme as a whole has been informed by: 1. The QA Subject Benchmark for Psychology; 2. The requirements of the British Psychological Society for accreditation of undergraduate programmes; 3. The pattern of retention and progression at the Open University [the largest UK competitor]; 4. The existing strengths of the established on campus undergraduate programmes and research interests of the lead colleges; 5. Feedback from prospective students, current students, alumni and partner institutions, and the general expertise of colleagues in the International Academy; 6. The need to develop: i. a simple, flexible programme structure that: provides multiple entry and exit points; offers pathways to suit a range of needs and interests; can easily accommodate courses from all three colleges now and in the future; employs a relatively small number of courses that may be populated by students from a range of awards; ii. courses that can be delivered by a range of staff over time, so the programme is not overly dependent on specific individuals; 7. the requirements of part time students supported online and studying in countries worldwide; 8. the need to prepare students for study on a challenging science programme. For the sake of continuity, each college will take the lead in providing a particular strand within the curriculum: Birkbeck will deliver the research methods courses; Royal Holloway will deliver the developmental and social psychology courses; Goldsmiths will deliver the biological and cognitive psychology courses; Other areas of the programme are spread across the colleges according to their current teaching strengths and resources, ensuring as far as possible an equal workload. Psychology business plan: Version 1.0 April 2 nd

15 Programme outline: [note the phased introduction of awards and courses] LTAS 7/ BSc Hons Psychology Approvals Event 16 th April 2012; Application for BPS accreditation 2012/13 Launch 2012/13; First graduates: 2016 INTERMEDIATE AWARDS 2. Graduate Diploma [Psychology] Approvals Event 16th April 2012; Application for BPS accreditation 2012/13 Launch 2013/14; First graduates: Graduate Diploma [Applied Psychology] Approvals Event 2012/13; Launch 2014/15; First graduates: Diploma of Higher Education [Psychology] Approvals Event 16th April 2012; Launch 2012/13; First graduates: Certificate of Higher Education [Psychology] Approvals Event 16th April 2012; Launch 2012/13; First graduates: Certificate of Higher Education [Applied Psychology] Approvals Event 2012/13; Launch 2015/16; First graduates: 2017 THE COMBINED DEGREE SCHEME Three pathways will be offered: 7. BA [Hons] Psychology [minor] Approvals Event 23rd April Launch 2012/13; First graduates: BSc [Hons] Psychology [major] Approvals Event 23rd April 2012; Application for BPS accreditation 2012/13; Launch 2013/14; First graduates: 2016 Psychology business plan: Version 1.0 April 2 nd

16 LTAS 7/ BA [Hons] Psychology [major] Approvals Event 23rd April 2012; Launch 2013/14. First graduates: 2016 ACCESS COURSES: 10. Level 3 courses Approvals Event 16th April 2012; Launch 2013/14 or 2014/15. There is also the provision for individual courses to be taken as short courses or electives subject to prerequisites. BSc [Hons] Psychology: The BSc [Hons] Psychology is based on the core curriculum and guidance outlined by British Psychological Society for accreditation of undergraduate programmes: the programme begins with an overview of the approaches, methods and study skills; at Level 5 the history and conceptual basis of the discipline are examined in more depth; the core curriculum research methods, individuals difference, and social, developmental, cognitive and biological psychology are all covered at Levels 4, 5 and 6 [Parts 1, 2 and 3]. the options included at Level 6: o address the full range of student interests identified in the market research; o introduce the main branches of professional psychology; o reflect the research strengths of the three lead colleges; o are intended to be attractive as electives or as stand alone courses. The pattern of study follows the pattern at the three lead colleges. The preponderance of 15 credit courses reflects the requirement by the British Psychological Society that specific subjects be taught and assessed at Levels 5 or 6. At present, all courses are core except for those at Level 6 where students may take 75 credits as optional courses chosen from a list. Access courses: Level 3: o Data from the OU suggests potentially high levels of student drop out during the first 60 credits of study at Level 4. To prepare students for study at Level 4 an access programme will support students to acquire: - basic, subject specific knowledge; - strategies to develop English for academic psychology; - study skills for psychology; - a basic understanding of critical thinking; - maths and stats for academic psychology. Three courses [15 credits each] will be developed in Introductory Psychology; Critical Thinking and Academic English for Psychology; and Introductory Maths and Stats for Psychology. In the event of the International Programme developing a Foundation Programme [60 credits at Level 3], these Psychology business plan: Version 1.0 April 2 nd

17 LTAS 7/5.2 psychology courses may be incorporated, allowing students to take an additional 15 credits in another subject should they so wish, in order to complete a Foundation Programme. Intermediate awards: Level 4: o To support recruitment to Level 4 and to manage exits where necessary, students will be able to enrol on and exit with Certificates of Higher Education [Psychology; Applied Psychology]. - To enhance the viability of the programme, the Certificate of Higher Education [Applied Psychology] will be developed by adapting four 15 credit Level 6 courses in applied psychology for delivery at Level 4. This award will be suitable for students who have a general interest in the practical applications of psychology and who want freedom to choose which particular subjects they study. These students will be required to take one or more of the Level 3 courses to ensure they have sufficient grounding in basic psychology prior to starting their studies 16. Students who decide they would like to continue their studies in psychology will be able to apply to join Level 5 of the BSc [Hons]. This award will be launched in 2015/16. Once the Level 4 courses in applied psychology are in place, the BSc [Hons] students will be able to take one optional module at Level 4 in place of Abnormal Psychology. o An application is being made to the University of London for permission to make an award for 60 credits at Level 4. The managed exit of students who accrue no more than 60 credits will be to the benefit of students and to the International Academy. Level 5: o To support recruitment and manage exits where necessary, students will be able to enrol on a Diploma of Higher Education [Psychology] and also to exit with a Dip HE on successful completion of Level 5. Students graduating with a Dip HE [Psychology] will have followed the same programme as the BSc [Hons] students. All courses will be core. Level 6: Market research suggests significant interest from graduates, including interest in a conversion course that prepares graduates for post graduate training in professional psychology. The programme will therefore include two Graduate Diplomas: a) The Graduate Diploma in Psychology will give students a thorough grounding in the core psychology curriculum and, if accredited by the BPS, will serve as a conversion course conferring Graduate Basis for Chartered Membership (GBC) and preparing students for postgraduate training in professional psychology. Note, at present other providers do not seem to offer conversion courses available for online study. b) The Graduate Diploma in Applied Psychology makes use of the options at Level 6 of the BSc. This Diploma will be suitable for graduates who have a particular interest in the practical applications of psychology and who want freedom to choose which subjects they study. It will not train students to practice psychology and will not give access to post graduate training that enables students to become chartered psychologists. This will be launched in 2014/ Students who have a GCSE A level in psychology, maths GCSE and evidence of their ability to study at undergraduate level in English may be exempt. Psychology business plan: Version 1.0 April 2 nd

18 LTAS 7/5.2 The HE Credit Framework requires Graduate Diplomas to include 80 credits at Level 6. Consequently, in order to cover the core curriculum required by the BPS for accreditation, two 30 credit courses will have to be adapted from courses delivered at Level 5 for delivery at Level 6. A basic grounding in psychology will be required for both Graduate Diplomas. Students will therefore take 60 credits at Level 4 as part of the Graduate Diplomas but may apply for APL if they already have an equivalent grounding in undergraduate psychology. Combined Degree Scheme: Three pathways will be included in the Combined Degree Scheme: a) BA [Psychology minor]: non accredited: Studying 30 credits at each level, students would be free to choose which courses they study [subject to having the necessary prerequisites]. Again, this pathway may be offered through partner teaching institutions and again would be shaped by local student interests and teaching Faculty strengths. b) BSc Psychology [major]: accredited 17 : All modules will be core with the exception of one optional 15 credit module at Level 6: students will follow the core curriculum outlined by the BPS. c) BA Psychology [major]: non accredited: Students will have freedom in the courses they follow at Levels 5 and 6. It may be possible to also offer this pathway through partner teaching institutions: here the particular curriculum at Levels 5 and 6 would be guided by student needs/interests, and the particular strengths of the local teaching faculty. See Appendix 3 for an overview of the programme as a whole and of how individual courses will contribute to each award. Phased introduction of delivery through partner teaching institutions: At present a BPS requirement for accreditation is that learning support be delivered from the institutions making the award. Consequently the programme will be developed for online delivery. Once this development is underway it will be possible to consider developing partnerships with teaching institutions abroad and in the UK in order to provide additional local support for parts of the programme, under the guidance of the lead colleges. The development of such partnerships will be dictated by a number of factors such as student numbers, additional funding to support the development of tutor resources, the availability of appropriate teaching Faculty at other institutions and so forth. It is recognised that significant work will need to be undertaken, within target markets, to establish suitable partnerships and to ensure appropriate articulation with local awards through the International programmes APL policy. 17 Subject to BPS accreditation. Psychology business plan: Version 1.0 April 2 nd

19 Stage 1: 2012/ /16: LTAS 7/5.2 Launch on line programme from Level 3 to 6, to include [not in order]: 1. Level 3 access courses; 2. Three accredited pathways 18 : a. BSc[Hons]; b. BSc Psychology [major]; c. Grad Dip [Psych]; 3. Four non accredited intermediate awards: a. Grad Dip [Applied Psych]; b. Dip HE [Psych]; c. Cert HE [Applied Psych]; d. Cert HE [Psych]; 4. Two non accredited offerings as part of the combined degree scheme: a. BA Psychology [major]; b. BA Psychology [minor] pathway. Stage 2: 2015/16 onwards Establish contact with teaching institutions with a view to possibly delivering parts of the programme where appropriate through face to face delivery at partner teaching institutions ideally starting with exploratory visits by college leads in 2015/16. E.g. 1. Level 3 access courses [15 credits]; 2. Selected electives; 3. BA Psychology minor pathway [non accredited]; 4. 1 plus 2 and / or 2 plus 2 programmes: students take Level 3 and 4 courses at local teaching institutions with a view to transferring onto the online accredited BSc [Hons] programme at the beginning of Level 5; 5. BA Psychology major pathway [non accredited by BPS but potentially accredited by local psychological societies]. 6. BSc Psychology major pathway if appropriate. ASSESSMENT STRATEGY The aim of the assessment menu for the programme as a whole is to ensure all learning outcomes have been assessed; that there is parity of standards with on campus programmes; that students are not over assessed; and that the potential for plagiarism is adequately managed. The plan is to have a minimum of 70% unseen examinations and up to 30% coursework across the programme as a whole. Where possible there will be consistency in the type and amount of assessment on courses at each level. The design of assessments across the programme will support development of a range of discipline specific and vocational skills. Management of potential plagiarism is also a factor in the choice and design of assessments. 18 Accreditation by the BPS will be sought between Psychology business plan: Version 1.0 April 2 nd

20 LTAS 7/5.2 Coursework will be designed to maximise student engagement and learning as well as assess learning outcomes and provide students feedback that will support their development and learning on the course. For example, it will include essays, lab reports, case studies, critical analysis of papers and pieces written for a lay audience. For students on an accredited pathway 19 it will also include: a. an empirical investigation related to psychology and carried out by groups of students under supervision, including: the planning and execution of a laboratory study, data collection and analysis and interpretation of results; and the writing of a report; b. an independent literature review carried out under supervision; c. a major research project proposal developed independently but under supervision. For students studying at Level 6 on non accredited pathways it will include an independent literature review in which they produce a substantial piece of original written work under supervision exploring at an advanced level a topic of the student s own choice. Exams may be in the form of multiple choice questions, written essays or both depending on the level of the course and amount and type of coursework students will be undertaking. A study skills curriculum across the programme will prepare students for successful assessment at each stage of their studies, and attention will be paid throughout each course to preparing student to complete the assessments for that particular course. A programme level curriculum will also be established to support the development of transferable skills and enhance students employability. Care will be taken to ensure these skills are assessed and that students graduate with a portfolio of evidence that will enhance their CVs. MATERIALS AND CHANNELS To reiterate, a BPS requirement for accredited programmes are that all teaching and student support must be delivered by staff based at the institution providing the programme of study. Therefore, in the first instance, this programme will be delivered through distance learning. Prospective students indicated in the online survey that contact with a tutor was particularly important to them [see Box 1] as was telephone support from a tutor. Participating in online study groups was also rated as important. Box 1 Learning support: Prospective students: How important are the following to you? Attending classes at a local teaching institution on a regular basis Attending monthly face to face tutorials or study groups Very important Somewhat important Not important Don't know 9.8% 27.9% 58.1% 4.2% 14.9% 33.2% 47.6% 4.3% Participating in online study groups 44.4% 40.8% 14.5% 0.3% Having a tutor I could contact by 82.0% 15.4% 2.1% 0.5% Having telephone support from a tutor 41.6% 39.5% 16.9% 2.1% 19 Subject to approval by the BPS. Psychology business plan: Version 1.0 April 2 nd

21 LTAS 7/5.2 Consequently learning support will include contact with tutors by and opportunities for involvement in approximately two online, tutored moderated study groups for each course. Recent research 20 suggests a 10 minute telephone conversation at the beginning of a student s programme of study with someone supportive and encouraging has a positive impact on retention and therefore is cost effective. Consideration will be given as to how this can be incorporated into the support students receive but this is likely to be the extent of telephone tutorial support students receive. Consideration will also be given to the use of [a] Illuminate, especially in relation to assessment and [b] E Prime although there would be some additional costs associated with these. Each module will have a study guide available through the VLE and in printed form [on average 50 pages in length]. The material for each course will be organised into an average of approximately 10 substantive sessions. For each session there will usually be a relatively brief text; one or more audio or video recordings of lecture material; required reading; links to additional learning resources; independent learning activities; support to complete formative and summative assessments; and guidance for further study. Each guide will also include an introductory overview and outline of the schedule of study, and a summary that recaps and integrates the topics covered and signposts the student to further courses. A template of the learning resources to be provided on each course can be found in Appendix 4. Materials will, where possible, be formatted for use on ipads, Kindles and similar devices. Approximately 1 hour and 20 minutes per student, per course has been allocated for academic support [in addition to the time tutors will spend moderating online activities]. How this time is used in practice to support student learning will be decided within the colleges. For example, colleges may decide to appoint an academic to coordinate the delivery of some aspect of the programme in their college in order to improve the student experience. To support student development, improve motivation and increase retention, the plan is also to have some form of marked coursework and feedback to students on most courses. ACADEMIC APPROVAL This programme is being developed by the University of London International Academy in conjunction with three lead colleges, and therefore a centralised approval process is required for the overall programme in order to avoid duplication and delays. The University of London International Academy is to host the approval event and report the outcome to the Learning, Teaching and Assessment Sub Committee of the University of London International Academy. Panel members and the Chair will be elected from that sub committee, and supported by two external examiners. The academic team and Quality Assurance colleagues from each of the colleges will be invited. The role of the Panel will be to ensure the validity, coherence and relevance of the programme overall. Indicative, draft syllabi will be submitted to the Approvals Event but the syllabi for individual courses will need to be validated by the college responsible for the development and delivery of the course. With very few exceptions, all courses included in the programme have been running successfully on 20 SIMPSON, O. (2003) Student Retention in Online Open and Distance Learning Routledge Falmer, London Psychology business plan: Version 1.0 April 2 nd

22 LTAS 7/5.2 campus at the lead colleges for several if not many years. However, course modifications relating to the new form of delivery and assessment will need approval within the colleges. The recommendation of the panel will be submitted to the Academic Board for approval. The college representatives who will ensure the paperwork submitted to the Panel reaches their college quality assurance teams for scrutiny, validation and report to the necessary college committees as appropriate. MARKETING & PROMOTION Outlined in the marketing promotion plan for the first year, Appendix 5 OPERATIONAL DELIVERY ACADEMIC DIRECTION A Programme Director will oversee the development and delivery of the programme as a whole. It is anticipated that this person will be seconded to the University of London International Academy from one of the Colleges. As the programme is rolled out and student numbers increase three Deputy Programme Directors will be appointed. Three fractional appointments of 0.4 FTEs, will be seconded from the three Colleges and based at the University of London International Academy. Each will work across the colleges, overseeing provision and supporting students at a particular Level [4, 5 or 6]. The amount of time this role requires will be reviewed in Year 5. Each College will have a College Lead [0.1 in the first instance] to oversee the development and delivery of the courses within their college. Employed by and based in the colleges, these will be senior members of staff able to ensure their college meets the contractual requirements of the consortium. The amount of time this role requires will be reviewed in Year 2. In addition, the college leads will play a pivotal role in exploring and potentially developing relationships with partner teaching institutions in Years 3, 4 and 5. A further 0.1 [in total] has been incorporated to cover time spent travelling [on the assumption that a total of 9 visits will be made each year and that each will last 5 days on average]. An additional budget for travel and expenses has also been included. Each course will have a coordinator who will normally be the established academic responsible for on campus delivery of the course. It is expected that they will lead the development of learning materials and oversee the delivery of the course, paying particular attention to the annual review of materials, the appointment, training and supervision of tutors, and the setting and moderation of assessments. These are likely to be relatively senior members of the academic staff, supported by the relevant academic team in their college, particularly during the development and review of materials. Tutorial support is likely to be delivered by more junior members of the academic team [Grade 7] under the supervision of the course coordinator. Psychology business plan: Version 1.0 April 2 nd

23 ADMINISTRATION & STUDENT SERVICES LTAS 7/5.2 Students have increasingly high expectations from their learning providers and anticipate a responsive service when they enrol on their chosen programmes. They will expect teaching, support and administrative services to be on a par with the best business practices outside the higher education environment. The Information Centre and students admissions teams will be largely responsible for responding to students queries at the initial enquiry stage. Students will also receive guidance from the programme team based at the University of London International Academy and from the tutors on their courses. For each student on a course, up to 15 minutes has also been allocated for administrative support within the colleges. However, much of the administration for the programme is delivered by the University of London International Academy [for example advertising, recruiting, enrolling, fees, examining, resulting, dealing with general enquiries, running the VLE and so forth]. From 2013/14 the central International Academy team will have 0.5 dedicated administrative support. For approximately every additional 500 students, an additional 0.1 will be appointed. Students will have access to their learning materials through the online portal. A fixed number of days has been allocated in the development and running costs for the central International Academy team to digitise and upload materials onto the VLE. From 2014/15 the central International Academy team will also have 0.2 dedicated time for maintaining the VLE with an additional 0.1 appointed for every additional 500 students. STAFFING BPS has specific requirements for staff:student ratios on accredited programmes (1:20) requirements the OU psychology programme has had to meet. Given the importance of achieving accreditation, this has been taken into account in the financial model. In Year 10 the current target for active registered students is 3,000. By that point the additional dedicated fractional staff FTE will have risen to at least 31 [including the College Leads, Programme Directors, module convenors and module tutors]. When additional Faculty contributing to the programme is taken into account the programme should meet the 20:1 staff student requirement although this will need to be monitored. See Academic Direction and Administration for further details. GOVERNANCE AND CONTRACTUAL The programme will have its own Psychology Management Committee, feeding directly into the University of London s International Academy Academic Board. The structure and terms of reference are based on the experience of the undergraduate Laws programme: df Psychology business plan: Version 1.0 April 2 nd

24 LTAS 7/5.2 The contractual arrangements will be managed as part of the collaborative agreements already in place with each lead college. The aim is for the consortium to sign contracts by the end of April / beginning of May FINANCE INTRODUCTION This section identifies both the financial objectives of this programme and the key financial assumptions that have been made in its development. Furthermore, it aims to provide evidence and explanation to support those assumptions. A financial model that forecasts the 5 10 year income and expenditure has been prepared alongside this document. Each section within the financial model is fully representative of the strategic choices outlined in this business plan. The Financial Model can be found in Appendix 6 (for commercial sensitivity the full financial plan is withheld from the Academic Approval Event). Whilst the model can be considered a useful tool for predicting potential financial outcomes, its ability to accurately predict income and expenditure decreases over time. All forecasts are speculative and any forecasts over 5 years are even more speculative as the assumptions made today will not be valid for the next 10 years. Therefore as a comparison, the appendices include a middlecase scenario and a pessimistic scenario of the model. The mid case scenario is shown in summary in the Projected Outcome section. FINANCIAL OBJECTIVES FOR THE PROGRAMME The key financial objectives for the three Lead Colleges and the International Academy are to ensure that the programme: Generates an operating surplus, ideally within 3 4 years before the amortisation of investment. Produces a positive net cash flow after investment within 5 years. Shows a return on revenue/direct and indirect costs of 7 8% over a 5 year period for the University of London International Academy Pays a sufficient return to colleges to cover direct costs and provide an equal share of surplus to the University of London International Academy These objectives are required to ensure that a surplus is available for further investment into the maintenance of the programme and the wider academic and charitable purposes of the University and Lead Colleges. It should be noted that these objectives are balanced against other wider strategic objectives of the International Academy and therefore they are not absolute. Another key financial objective is to achieve an appropriate balance between the financial risk and reward of programme for the University and the three Lead Colleges. The surplus is generated to offset excess financial risk. The foremost risk in this development is the non recovery of the investment in developing the programme. The arrangements for sharing of the risk and returns of Psychology business plan: Version 1.0 April 2 nd

25 LTAS 7/5.2 the investment and operational surplus/deficits is dealt with through the Lead College Programmes Agreements and the Financial Plan. Meetings with each of the College heads are planned in April/May to finalise the Programme Financial Plan. The Programme financial plan is approved through the University of London Finance Committee (target Committee date May 24 th ). ASSUMPTIONS The projected financial outcome for the programme is driven by assumptions on the following key variables: Programme Fee (paid by students) Student Numbers Investment Direct Costs and Indirect Costs Programme Fee A number of factors have been taken into account in setting fees for the new programme: Pricing Factors Comment Market Research Please review market research and analysis on pages Market testing suggests a fee of 7,500 would be appropriate. Competitors High running costs BPS Accreditation UK Market and Affordability Please see Appendix 2 for main competitor prices. The main competitor will be The Open University. From September , Open University fees for students from England look set to be in the region of 5,000 for 120 credits of study and 15,000 for the BSc Psychology as a whole 22. The level of tutorial support moderated online activity and assessed coursework that will be required is high and therefore the costs for delivering this programme will be significantly higher than current programmes offered and should therefore be reflected in the price. The resource requirements of a BPS accredited programme in particular the need for a staff:student ratio of 1:20 are also relatively high; therefore there will be higher costs incurred to deliver this programme in comparison to our current programmes. However, the BPS Accreditation will add significant value to the programme. The aim is to submit a formal application for accreditation in 2012/13 and to achieve accreditation by 2013/14 In 2012/13, the UK university on campus fees for undergraduates increased from an average of 3,350 / year to 8,070 / year. This will mean that most students will require substantial loans. If this programme 21 The Open University announces new fees of 5,000 (per year) in England 22 More information will be available in early 2012 on fees for students who are not in England. Psychology business plan: Version 1.0 April 2 nd

26 Fee level for existing programmes Access LTAS 7/5.2 was to cost 7,500, then the monthly cost of taking the BSc over a 5 year period would be 125/month which would be affordable on a the average UK salary of 26, Given the comparatively high levels of graduate unemployment / underemployment 24 in the UK, and the macroeconomic outlook in the UK and abroad it may be advisable to provide the programme at a price affordable on an average UK salary. The range of fees on other University of London International Programmes [and therefore expectations within the current market for these programmes] is an important benchmark as the programme will be dependent on this market for some years to come. The mission of the University of London International Academy is to provide worldwide access to the internationally renowned programmes and awards of the University of London and its Colleges. Therefore the price should be as affordable as possible. Therefore, it has been concluded that the appropriate fee level for this programme is 7,500 for the whole degree. Fee Structure The fee structure will be modular so that it includes exam entry fees (but any resits must be paid for in addition costs will be comparable with similar programmes). It will fit into the fee structure under development for the new Combined Degrees. Modular fees are most appropriate to students at Level 4 who are not yet sure whether they want to enroll on a degree programme. However, any student enrolling on the degree would be encouraged to pay an annual rather than a modular fee. An alternative fee structure may be worked out in phase two of the development when the opportunity to engage with third party teaching institutions arises from year 5. Student Numbers The assumption on student numbers can be seen in Appendix 6.This has been made after taking into account the following factors: Demand Factors Market Research Current Trends and Competitors Marketing Fee Structure The results of the student surveys, in particular the level of interest and the range of needs across the potential student body; Analysis of current trends and competitors in the UK and key University of London International Programmes markets, and the timeliness of this development; Advice from the marketing team about what is achievable and a commitment from the University of London International Academy to provide the budget the marketing team require to reach these aims The proposed differentiated fee structure; 23 survey of hours and earnings/ashe results 2011/ashe statistical bulletin 2011.html 24 Psychology business plan: Version 1.0 April 2 nd

27 BPS Accreditation Partner Teaching Institutions The process for applying for BPS accreditation; The phased introduction of online and face to face delivery of parts of the programme at partner teaching institutions LTAS 7/5.2 Aside from the estimating initial level of demand, it is also important to predict average drop out rates, graduation rates and the numbers of students retaking exams as these variables impact the number of Active Registered Students that generate income in each academic year. Variable Level Comment Drop out rates 50% Based on UoLIP and Open University Graduation rates 12% figures for similar programmes Student retakes To be confirmed This graph represents the growth rate in student recruitment year on year. Increase in student recruitment in years 3 and 4 based on BPS accreditation. Year 5, 6 and 7 assume 3 to 4 teaching institutions with new students each. Student Recruitment Rate Year 0 Year Year Year Year Year Year Year Year Year Year This graph represents the actual numbers of students recruited and the actual numbers of paying students in each year. This graph shows strong growth in numbers from BPS accreditation in year 2 and teaching institution partnerships in year 5 onwards. No of New Students Added Active Registered Students Psychology business plan: Version 1.0 April 2 nd

28 Investment LTAS 7/5.2 The level of investment is determined by the development costs of producing a 15 Credit Module. Furthermore, modules will need to be adapted. The costs of these exercises have been estimated in a table below: Module Development Cost per Module: 24,213 Number of 15 credit units to be adapted: 31 Total Development Investment: 750,603 Module Adaptation: Cost per 15 credit unit: 10,678 Number of modules to be adapted: 8 Total Adaptation Investment 25 : 85,424 Overall Investment: 836,027 Please view Appendix 7 for a more detailed breakdown of how these costs have been calculated. The timing of the investment is shown by the investment tab in Appendix 6. In summary: The bulk of the investment will be in years 0 3 when most of the study material will be produced. The investment in years 4 6 is for the necessary specialist options at level 6 which will differentiate this programme from others on the market and link to the specialist research areas of the colleges. University of London International Academy funds 100% of the Investment, of which 50% (the Colleges' Share) is repaid; Surplus is shared 50:50. The investment will be amortized over the 5 year period, however, it is predicted that the investment will be recovered on a cash basis in year 6. Costs The costs of running this programme are considerably higher than other programmes currently offered. Costs have been distinguished between Direct Costs and Indirect Costs: Direct Costs Direct Costs are primarily made up of the cost of running modules, through from tutor group costs to assessment costs. The assumptions on these costs can be seen in detail in Appendix 7. A short explanatory note about each cost has been provided below for clarification. Direct Cost Programme Team: ULIA Programme Team: Colleges Fixed Running Costs: UoLIA Fixed Running Costs: Colleges Tutor Group The assumptions on the FTE s for the Programme Team can be seen in Appendix The programme will include a total of 34 courses; 5 will be 30 credit courses, the rest will be 15 credit. Psychology business plan: Version 1.0 April 2 nd

29 Online Support Study Guides Shipping Assessment: Variable Costs Assessment: Fixed Costs Assessment: Board Library Admin Fee LTAS 7/5.2 The assumptions on the FTE s for the Programme team can be seen in Appendix 6. Given the scale of the programme and the development of 39 modules over a period of 6 years best estimates of the administrative and academic support have been made but will be subject to review after year 3 to consider whether the consortium will be able to absorb the higher growth rates from year 4 with the resources provided for in the forecast plan. Indirect Costs In addition to these costs, the International Academy will incur costs of these extra students enquiring, applying, paying, registering and enrolling with the University. These overheads are estimated to be around 300 per student. However, it is envisaged that in the medium term, the University s overheads will be apportioned using appropriate cost drivers throughout the business. This will mean that this programme will incur costs that reflect the amount of resources that the programme and its student use. THE MODEL Please see Appendix 6 for the full Financial Model that has been developed for this programme. The model is broken down into 5 different sections: Student Numbers The Student Numbers section calculates the volume of Currently Active Paying students in each academic year depending on the recruitment rate, graduation rate and drop out rate of students. Programme Team The Programme Team section details the number of employees required to service the programme and the associated cost of each FTE. The numbers relate to the fraction of time that the workload will require of an FTE s working week. Programme Administrator 2 and Technical Support 2 numbers are linked to student numbers. As student numbers increase, the level of time that will be required to service the programmes students will increase. Psychology business plan: Version 1.0 April 2 nd

30 Investment LTAS 7/5.2 The Investment section calculates the level of investment the programme requires. The investment includes the development costs of the programme and the maintenance cost of the programme. The sheet calculates the level of investment by multiplying the number of modules planned to be developed or adapted by its associated cost in each academic year. Income and Expenditure Account The Income and Expenditure Account calculates the programmes projected: total income total direct costs total indirect costs deficit/surplus cash outcome These depend on a number of assumptions that are highlighted by the green cells. Each section within the financial model is fully representative of the strategic choices that are outlined in this business plan. PROJECTED OUTCOME Based on the variables and methodology previously stated, Appendix 6 details the forecasted 5 10 year income and expenditure account for the middle case scenario and the pessimistic scenario. The middle case scenario forecasts an operating breakeven point in year 5 and a break even point on cash basis in year 7. The less optimistic case forecasts an operating breakeven point in year 7 and a break even on a cash basis in year 10. Psychology business plan: Version 1.0 April 2 nd

31 Tables (Mid range Forecast) LTAS 7/5.2 Income and Expenditure Account Summary Period Year 0 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 TOTAL Academic Year 2011/ / / / / / / / / / /2 2 Active Registered Students ,293 1,710 2,234 2,592 2,902 3,020 Surplus/(Deficit) 86, , , , , , , , , , ,2 19 3,911, 070 Net Margin 96.7% 24.7% 3.6% 14.9% 21.0% 17.4% 15.2% 15.0% 14.7% 13.8% 13.5% Cumulative Surplus/(Deficit) 86, , , , , , ,62 2 1,600, 960 2,328, 753 3,130, 851 3,911, 070 Target BEP Current BEP Cash Outcome Year 0 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 TOTAL 2011/ / / / / / / / / / /2 2 I&E Surplus/(Deficit) 86, , , , , , , , , , ,2 19 3,911, 070 Investment (Capital Expenditure) 96, , , , , ,426 24, ,9 07 Net Programme Cash Flow 183, , , , , , , , , , ,2 19 3,072, 163 Cumulative Cash Flow 183, , ,9 76 1,056, , , , ,0 53 1,489, 846 2,291, 944 3,072, 163 Target BEP Current BEP Psychology business plan: Version 1.0 April 2 nd

32 LTAS 7/5.2 SENSITIVITIES Whilst every effort has been made to base the financial model on reliable assumptions, it is inevitable that assumptions will be susceptible to change. The sensitivities which may affect the programme income relate to: New Student Numbers o The number of students recruited is a sensitive number a series of factors can influence demand. For example, the macroeconomic environment could cause a downturn in applications. However, the marketing budget could be adjusted to target new markets or regions to boost demand. Graduation and Drop out rates o Drop out rates could be higher and graduation rates could be lower than expected depending on the calibre and profile of the students that the programme attracts resulting in lower income. This could be mitigated through tougher screening processes and higher entrance requirements. BPS Accreditation o Accreditation is expected to boost demand for the programme and there is a risk that the programme could not meet criteria and therefore will be a less attractive product and impact revenues. Price o The price is sensitive to the market demand and students ability to pay, so this assumption may change. The sensitivities that may affect programme expenditure relate to: Investment o The level of investment required to develop the programme could increase. However, with effective management and budgetary controls this should be limited. Costs o o Costs to run the program could increase due to external factors. However, it is expected that these can be controlled and alternative providers of goods and services that required can be found Investment cost in the development phase will be tightly controlled and managed to ensure budgets are adhered to. BPS Accreditation o It has been noted that the requirements for BPS Accreditation are high. For example a staff: student ratio of 1:20. The process of meeting the criteria could drive the cost assumptions upwards o There is a risk that accreditation is not granted or is delayed. Given the importance of this it is envisaged that the remedy will involve adaptation of the course structure and/or assessment/delivery methods. This may cause some cost overruns on budget. This will be mitigated by early engagement with the accreditation body and anticipated requirements have been built into the careful design of the programme and support model. Psychology business plan: Version 1.0 April 2 nd

33 CONCLUSION LTAS 7/5.2 The projected position of the programme after 5 years and the investment recovery after 5 years shows the programme to be a financial viable proposition that meets the financial objectives and poses only a negligible risk to the University and Lead Colleges. It is envisaged that once the development phase has been predominantly completed over the first 4 years, student recruitment will increase at a faster rate as the programme becomes established and the accreditation has been successfully achieved. This will provide further impetus for the potential attraction of a Level 3 foundation programme, graduate diploma programme and even the potential for an MSc development in due course. RISKS & ISSUES 1. Specific risks associated with the financial viability of the programme a) Expenditure Student support is relatively high for an International Programme but overheads have been kept to a minimum wherever possible. The pattern of teaching at the lead colleges and the requirements of the BPS mean there are more 15 credit courses than usual for an International Programme. However, the number of courses to be developed has been kept to a minimum [34 courses in total] by including only those courses that can contribute to a number of different awards and that are likely to appeal to a range of students. Development costs have also been reduced by including courses that may be easily adapted for delivery at more than one level [e.g. Organisational Psychology]. The programme requires substantial investment from all partners, although this is spread across 7 years in the first instance. Whilst care has been taken to include all costs in the financial model, it is inevitable that some costs be absorbed by both the University of London International Academy and the colleges: for example, the cost of established staff during the development phase, and established overheads such as accommodation and some central services in the colleges. See Appendix 7 for details development and running costs. b) Income Whilst the fees for this programme are higher than on other programmes, they are not excessive and to balance expenditure against income, target student numbers have been set relatively high, with the intention of building these numbers relatively quickly. The model suggests a healthy but modest surplus after direct costs have been met but this is dependent on meeting target student numbers. To achieve these targets: - It is assumed that the consortium will be the sole provider of undergraduate psychology within the University of London International Programmes and will be able to capitalise on the interest shown in psychology across the International Programmes student body; - Effective marketing will be essential; Psychology business plan: Version 1.0 April 2 nd

34 LTAS 7/5.2 - Awards at all levels will need to be actively promoted for example, the interest from graduates needs to be realized by active recruitment to the Graduate Diplomas; - accreditation by the BPS for some of the pathways will be important: although only a minority of students need an accredited degree, a significant proportion may enrol with alternative providers if the degree is not accredited; - the programme will first be established online and then, if appropriate and depending on a number of factors, through face to face teaching at partner teaching institutions. It is also worth noting that the business plan does not currently include the cost of developing tutor guides to support face to face delivery. If the cost of developing online and printed support for tutors is approximately 11,038/ 15 credit course [the cost of adapting a course for delivery at a second level] the additional cost will be approximately 452,558 for all modules on the programme. The cost of accrediting partner institutions awards for the purposes of APL at Levels 3 or 4 has not be included and again this may lead to additional costs if it cannot be borne by the existing programme team direct costs.. 2. Long term viability of the consortium Whilst there are benefits of developing and delivering a programme of this size through a consortium, there are also risks. If the consortium fails to function effectively this will impact negatively on the quality of provision and may also have financial implications for each of the partners. However, once students are enrolled, each partner will be committed to this project and relationship for some considerable time. So far there has been a pleasingly high level of commitment and good will from each member of the consortium. Nonetheless, clarity about the roles and responsibilities of each of the partners need to be made explicit within the contracts, once each partner is satisfied that a long term commitment to the consortium is in their best interests. 3. Operational Working with a large student body through a consortium of three colleges obviously requires adequate staffing and co ordination: a. A Management Team will be established to oversee, co ordinate and review the needs of the programme as a whole, feeding directly in to the Academic Board. The Programme Director will report to the Management Team. b. The psychology programme will have the support of central services within the University of London International Academy. In addition, some dedicated central administrative and technical support has been planned from the outset and will increase in line with student numbers. A minimal amount of administrative support has also been included in direct costs to the colleges. c. Attention has also been given to the academic coordination of the programme, with the Programme Director, College Leads, Deputy Directors, Course Co ordinators and tutors all having identified roles from the outset. d. The Programme Exam Board will review assessment across the programme as a whole. e. Validation of the programme as a whole and the accreditation by the BPS will be coordinated by the University of London International Academy but the validation of individual courses will be managed within the lead colleges. f. A sufficient length of time must be allowed together with initial and continuing consultation time to build the module diet in SITS. The build includes everything for the range of awards Psychology business plan: Version 1.0 April 2 nd

35 LTAS 7/5.2 that will be offered as each pathway must be defined. Full testing will be necessary prior to applications going live for the programme and in coordination with the marketing promotional activities. 4. Reputation The reputation of the partners will be negatively affected if the standard of the distance learning programme is not equitable to that on campus. In particular if: a. students are accepted who do not meet the requirements for accredited study elsewhere; b. the quality of the online learning experience is not be comparable to that on campus; c. retention is low; d. the standard of assessment is not as high as for students on campus. To address these concerns: a. Students who do not meet the entrance requirements for the degree can be directed to the Level 3 foundation programme or to the Level 4 Certificates of Higher Education b. To ensure parity of student experience, the courses included in the programme are direct adaptations of courses run on campus at the colleges 26. The template for the learning materials reflects best practice in distance learning. In comparison with other International Programmes, relatively high levels of tutorial support are planned, including individualised support for students, tutor facilitated on line activities and marked coursework. If the programme is accredited by the BPS this would provide a kitemark for the quality of provision. c. To increase student retention, various systems will be put in place: The access programme will support students develop skills required for successful study at undergraduate level; Students will be enrolled on the award most likely to meet their needs based on assessment of their previous educational and professional history; A study skills curriculum for the programme as a whole will ensure students are adequately supported to achieve incremental milestones at each stage; A tuition model will be designed to drive enhanced features for the engagement of students with learning materials and to facilitate tutor student and student to student engagement; Simple strategies likely to improve retention 27 will be incorporated into the programme: for example, short telephone / Skype conversations early in the programme with each student; use of e portfolio tools (e.g. Mahara) to assist students with the development of their transferrable/professional skills and s to engage, re engage and encourage students at key points in the academic calendar; Students who look likely not to complete the award for which they enrolled will be supported to leave with an intermediate award once they complete at least 60 credits at Level 4 or more. d. To ensure parity of marking between the on campus and distance learning programmes, all work will be double marked by lead college tutors and moderated as appropriate. 26 With the exception of Organisational Psychology which is new. 27 CDE Fellow, Ormond Simpson, is engaged with the University of London International Academy on issues of improving student retention Psychology business plan: Version 1.0 April 2 nd

36 LTAS 7/ Compliance: Although it would be possible to run the programme without accreditation from the British Psychological Society, it will be important to apply for accreditation as early as possible. All three lead colleges have either been recently reaccredited or are currently applying for reaccreditation. Under normal circumstances, where a college introduces an additional accredited programme, the process does not require an accreditation visit. This University of London International Programme is an amalgamation of three successful, on campus programmes: what is new is the mode of delivery. Consequently, it is unclear whether the BPS will want to conduct an accreditation visit or will be satisfied with a written submission. However, the BPS is currently reviewing its accreditation process for distance learning programmes and the consortium is in discussion with them about this development from the University of London International Programmes being used as a pilot. Nonetheless, it would be sensible at this stage to assume the programme will, like the OU, have to meet the usual criteria for accreditation. One issue the BPS will consider is whether the core curriculum in particular the research methods component can be successfully delivered through a virtual learning environment. Particular attention is being given to the adaptation of the research methods courses for on line delivery. The research methods curriculum on the distance learning programme is largely the same as on campus at Birkbeck [the college developing and delivering most of the the research methods component]. The only exception is that at Level 6 students will not take a 30 credit course entitled Empirical Project but instead will conduct an Independent Literature Review [15 credit] and a Major Research Project Proposal [15 credits]. Students will by this point in time have taken part in eight online experiments and conducted a research project in groups under supervision. The programme includes a total of 105 credits in research methods all of which are core and on successful completion of the BSc [Hons], students will have achieved the learning outcomes detailed in the BPS guidelines for accredited programmes. Another key issue will be resources. The financial plan incorporates provision for sufficient additional academic staff at the appropriate grades [see Staffing above]. The resources required for virtual laboratories are currently being costed and incorporated into the financial model [but are not thought to be prohibitively expensive]. The University of London International Programmes already has a substantial online library. Additional resources will be added and a budget of is allowed / student / year. Taking into account existing and planned additional resources, students will receive equitable library resources to those on campus. CONFIDENCE LEVEL Target student numbers for the first three years are: Year 1: 75 active, registered students [of whom 75 will be new] Year 2: 225 [of whom 225 will be new] Year 3: 413 [of whom 488 will be new] Psychology business plan: Version 1.0 April 2 nd

37 These have been calculated taking the following factors into account: The results of the student surveys, in particular the level of interest and the range of needs across the potential student body; Analysis of current trends and competitors in the UK and key University of London International Programmes markets, and the timeliness of this development; Advice from the marketing team about what is achievable; A commitment from the University of London International Academy to provide the budget the marketing team advise is required; The proposed differentiated fee structure; The design of the programme; The aspiration of achieving BPS accreditation in time for the 2014/15 intake; LTAS 7/5.2 The phased introduction of online and potentially face to face delivery of parts of the programme at partner teaching institutions as appropriate. NB Numbers for Year 1 are least certain as the time available between opening enrolments and the launch date is becoming increasingly short. TIMELINE The following are key deadline dates for the approval and future development of the programme. Contract authors for the first three courses [April 2012] Approvals event for BSc [Hons] and three intermediate awards [16 th April 2012] Approvals event for combined degree scheme [23 rd April 2012] Approval of the Financial Plan by the Heads of each Lead College in the consortium [week of 30 th April 2012] Report to Learning Teaching and Assessment Sub committee [26 April 2012] Scrutiny Panel of the Finance Committee [week of 7 th May 2012] Approval by University of London Finance Committee 24 May 2012 Advertise and open enrolments for BSc [Hons]; Cert HE [Psychology]; Dip HE [Psychology] and BA Psychology [minor pathway] 2012/13 [1 st June 2012] Academic Committee receives recommendation from Learning Teaching and Assessment Sub committee 11 May 2012 Board receives recommendation from Finance and Academic committees 12 June 2012 Sign off for the Programme by the Vice Chancellor (can follow the meeting of the Board) Prepare application for BPS accreditation summer 2012 Materials for first three courses [for 21012/13] submitted by 14 th September 2012 Materials for first three courses to undergo peer review by 12 th October 2012 Materials to be prepared for digitising and uploading by 16 th November 2012 Materials to be uploaded by 8 th December 2012 Develop materials for further 60 credits at Level 4 June 2012 June 2013 for delivery October Launch first course January 2013 Advertise and open enrolments for BA/BSc [major pathway] January 2013 for September 2013 start Submit application for BPS accreditation spring 2013 Advertise and open enrolments for Grad Dip [Psychology] when accredited by BPS Launch second and third courses April 2013 Develop materials for 120 credits at Level 5 June 2013 June 2014 for delivery October Exams September 2013 Approval event for Cert HE [Applied Psychology] and Graduate Diploma [Applied Psychology] summer Market Cert HE [Applied Psychology] and Level 3 courses for 2014/15 start See Appendix 8 for the development schedule of specific courses. Psychology business plan: Version 1.0 April 2 nd

38 LTAS 7/5.2 Appendix 1: RESEARCH WITH INSTITUTIONS (5 Sept 2011) Response from SBCS Trinidad & Tobago 1. There are three main markets that can be served by variants of the programme: Corporate: this could be a combination of Business/HRM and Psychology (recruitment, selection, general HR staff) Education this could be a combination of Education and Psychology (Guidance Counsellors, Head teachers, etc.) Security Sector: Criminology, Law and Psychology: this could be a combination of Law, Security, Criminology and Psychology. This could be a large market as the societal/organization issues are huge and there are no programmes at this time. 2. SBCS would be open to offering these programmes through University of London International Programmes. SBCS believe that only affiliate centres should be allowed to offer study support so as to ensure the quality is high. 3. Market size: both full time and part time (two location, two modes: full and part time), 25 per cohort, 100 students per year); minimum cohort size for SBCS would be Access to lecturers: SBCS has access to both full time and part time who could teach this course. 5. University of London International Programmes fee: this should not be more than 1000 pounds per year, SBCS fees would be around $12000 TT per year ( 1,115). 6. Assessment: the model must be closer to Goldsmiths/RHUL, combination of assessments (formative and summative) rather than all final exams. 7. Internal competition: SBCS don t offer any similar programmes at this time. 8. Other areas: With Computing and IS (offer options to specialise in (databases, web, mobile Computing etc.) Psychology business plan: Version 1.0 April 2 nd

39 Responses from Singapore: Singapore Institute of Management LTAS 7/ Psychology has become popular in recent years. Business would still be the most popular, Singaporeans being pragmatic. 2. Competitor degrees run at SIM: SIM has run a psychology degree with the US University of Buffalo for about 3 years now (2,000 students in total on all University of Buffalo programmes). SIM has a student club which includes the University of London students in their activities (as SIM offers a psychology course in the EMFSS programmes with 600 students.) SIM has just started its intake for the University of Wollongong psychology degree this July. On a part time basis, the SIM University has had a psychology degree for close to five years now. The new psychology degree from London would definitely be an overlap with our existing degrees. 3. Interest likely to be from both working adults and school leavers. 4. SIM already offer psychology degrees with other overseas universities but SIM believe that there is room in the market for a UoL degree as The University of London name is popular, especially when it is associated with SIM. The standing of the lead college is also important. 5. Teaching the programme: Recruiting lecturers for psychology has been a problem for SIM. We need lecturers who have at least a master s degree and there aren t that many around who are keen to teach part time. For subjects like forensic psychology, we have difficulty finding the right expertise. All these experts/lecturers need to be registered with the local regulatory bodies in order to teach. Permission needs to be sought up front, before the entire programme is approved for marketing. 6. Potential size of the market: Assuming the total fee was in line with those of existing University of London International Programmes, SIM anticipate 40 students in year 1 (SIM started the EMFSS with 40 students 25 years ago.) They consider at least 40 students needed to be a viable cohort to start teaching the course. 7. Fees: Acceptable UoL fees likely to be similar to the EMFSS programme. 8. Subject combinations for a potential combined degree If psychology were offered as a combined as well as single honours degree, most popular subject combinations likely to be industrial and organisational psychology, combination with business/management/hrm courses. Thinking out of the box, we could also have a combination degree with sports/events and psychology. Some blended e learning component could be added into such a programme. 9. Timings: SIM would need the curriculum all sorted out by June 2011 in order to promote the programme in Jan 2012 and accept students for classes starting August If it were to be for a August 2013 start, SIM would need the full course curriculum by 1 st quarter of Competition: There is lots of competition not only courses offered at SIM. JCU has been around for some time and there are several others. E.g. PSB Academy (University of Western Australia) Psychology with Human Performance; TMC Academy (University of Greenwich) Psychology with Counselling MDIS (Oklahoma City University) Bachelor of Science (in Behavioural Studies with concentration in Psychology) Kaplan Singapore (Murdoch University) Psychology and Marketing, Psychology and Human Resource Management, Psychology and Management UniSIM Psychology with Military Studies, Psychology with Sociology Psychology business plan: Version 1.0 April 2 nd

40 Response from HKUSPACE HONG KONG LTAS 7/ Popularity of psychology as an undergraduate degree in Hong Kong Psychology is becoming more and more popular in HK. In fact, it is one of the most popular social sciences subjects in the major universities in HK. It may be difficult to compare its popularity with programmes in other areas as they tend to appeal to students of different interests and profiles. Competition includes currently 21 accredited self financing postsecondary programmes in Hong Kong covering psychology including associate degrees and diplomas, offered by foreign providers, in addition to local public sector provision. 2. Internal competition HKUSPACE is currently offering a BA (Hons) in Criminology with Psychology degree with the University of Hull but believes most students enrolled in the programme would actually prefer a programme focusing only on psychology. There is a need for *recognized top up degree psychology programmes in Hong Kong. (*Programmes that are accredited by the APA, BPS etc.) HKUSPACE believe that the gap is definitely in postgraduate studies in psychology as it is extremely competitive to get into a graduate psychology programme in Hong Kong, especially those in clinical and educational psychology. 3. Market segments: School leavers and working adults both likely to be interested. 4. Would HKUSPACE be interested in offering such a programme through the University of London? It depends on whether the degree had the relevant accreditations. All psychology programmes must be accredited by a major psychological organization, such as the American Psychological Association and the British Psychological Association. What these organizations have in common is their very stringent standards when it comes to accrediting academic programs in psychology. One could only imagine how strict the standard would be when it comes to accrediting overseas programmes. In fact, it has often been the failure to obtain accreditation from the BPS that has prevented collaborative projects such as the one you are proposing from coming to fruition. In other words, looking into the BPS accreditation requirements and whether they are feasible in your proposed program should take precedence. 5. What range of fees do you think would be within acceptable limits? (Please can you breakdown fee to University of London and costs for your tuition support) It depends on the nature and level of the programme. 6. Combinations popular with students in Hong Kong? Most students I ve encountered find the applied nature of psychology appealing. As such, different combinations would appeal to different people. Psychology business plan: Version 1.0 April 2 nd

41 Appendix 2: Main competitors LTAS 7/5.2 Provider Course Mode of study Open Distance University learning Public funded University of Derby, UK, Public funded Anglia Ruskin, UK Public funded ICS then transfer to UEL BPP BSc (Honours) Psychology Nos of students 9252 BSc (Hons) Psychology Student numbers unknown BSc Psychology Applied Student numbers unknown but RDI as a whole recruits 3000 per year across 11 subjects (UG & PG). BA (Hons) Psychology Studies not BPS accredited BSc (Hons) Psychology (subject to validation) Online Online Online Mixedmode Fee 5540 (UK price) for 2011 Price for new non registered students from Sept ,000 over 3 years. Permanent UK Residents: Sept UK 9600 Non UK Residents: 14,800 Discounted annual fee of 8625 (Aug 2011) Alternatively pay as you progress in regular installments, 24 x modular payments of 375 payable every 12 weeks. Students only study for 300 credits. First 2 modules are 1399 in installments. Then not clear per year when 3 or more yrs (Home/EU), or 7000 per yr for international Countries available in UK and Europe Worldwide. Exam arrangements can be arranged locally. Residential week is UK only. Offered via RDI worldwide New From September 2012 Notes Accredited by the British Psychological Society. Includes tutor market assignments, personal tutor, face to face tutorials. Reputation for distance learning, quality of study materials; brand name associated with access rather than academic rigour Accredited by the British Psychological Society Modular fee payment possible ( 400 (home) or 640 (o/s) x 24 modules) 1 week residential in Derby during stage 2 w out this, can only get BSc (Hons) Psychological Studies. Interactive online course with tutor support. Entrance reqs usually 300 UCAS points from A levels. Most popular online degree at Derby. Offered via RDI's online learning system, 'ilearn', offering tutor support, student interaction and all resources required to study. The course is assessed by coursework & four examinations plus dissertation. Modular payment Printed materials, tutor support. Coursework and exams. Time limited study broken into stages to encourage students to complete each stage/progress. First 2 introductory modules with ICS then can transfer to UEL. Online weekly lectures each with a 2 hour classroom follow up seminar. All full time UK/EU students intending to study at BPP are eligible for a student loan and or maintenance grant. Psychology business plan: Version 1.0 April 2 nd

42 Appendix 3: Contribution of each course to overall structure: LTAS 7/5.2 CONTRIBUTION OF EACH MODULE TO EACH AWARD BBK TBC TBC BBK RHUL GOLD GOLD BBK RHUL BBK BBK RHUL GOLD Introduction to Psychology [15 credits] Critical Thinking and Academic English for Psychology [15 : L3] Introductory Maths and Stats for Psychology [15 credits] General Foundations of Psychology [30 credits] Psychological Development Across the Lifespan [15 credits] Introduction to Cognitive Psychology [15 credits] Introduction to the Biology of Behaviour [15 credits] Introduction to Research Methods [30 credits] Introduction to Abnormal Psychology [15 credits] Introduction to Organisational Psychology [15 credits] Introduction to Health Psychology [15 credits] Introduction to Educational Psychology [15 credits] Introduction to Psychology and Law [15 credits] BBK Research Methods [30 credits] GOLD Personality and Individual Differences [15 credits] RHUL Social Psychology [15 credits] GOLD Cognitive Psychology [15 credits] RHUL Developmental Psychology [15 credits] BSc Approval event 16 th April 2012 Core Grad Dip [Psych] Core [may apply for APL] Approval event 2012/13 Grad Dip [Applied Psych] Core [may apply for APL] Approval event 16 th April 2012 Dip HE [Psych] Cert HE [Psych] Approval event 2012/13 Cert HE [Applied Psych] Major BSc [90 credits / level] Approval event for Combined Degree Scheme 23 rd April 2012 Major BA [90 credits / level] Minor [30 credits / level] Short course or elective LEVEL 3 Core [may apply for APL] Core [may apply for APL] Core [may apply for APL] LEVEL 4 Core Core Core Core Option Core Core Core Option Core Core Core Core Core Core Option Core Core Core Core Core Core Option Core Core [may apply for APL] Core [may apply for APL] Core Core Core Core Core Option Core Core Core Option Option Option Option Option Option Option Option Option Option LEVEL 5 Core* Core* Core* Core* Core* Option* Option* * Core Core Core Option Option Core Core Core Option Option Core Core Option Option Core Core Core Option Option GOLD RHUL Biological Basis of Behaviour [15 credits] Conceptual Issues in Psychology [15 credits] Core Core Option Option Core Core Core Option Option Psychology business plan: Version 1.0 April 2 nd

43 CONTRIBUTION OF EACH MODULE TO EACH AWARD BBK RHUL Advanced Research Methods [15 credits] Independent Literature Review [15 credits] BSc Grad Dip [Psych] Grad Dip [Applied Psych] Dip HE [Psych] LEVEL 6 Cert HE Psych Cert HE Applied Psych Major BSc [90 credits / level] LTAS 7/5.2 Major BA [90 credits / level] Minor [30 credits / level] Short course or elective Core* Core* Option* Core* Option* Option* * Core Core Option Core Option BBK BBK Major Research Project Proposal [15 credits] Organisational Psychology [15 credits] Core* Core* Core* Option Option Option Option Option RHUL Educational Psychology [15 credits] Option Option Option Option Option BBK Health Psychology [15 credits] Option Option Option Option Option RHUL Advanced and Applied Social Psychology [15 credits] Option Option Option Option Option GOLD GOLD RHUL GOLD GOLD GOLD RHUL Psychology and Law [15 credits] Cognitive Neuroscience [15 credits] Advanced Developmental Psychology [15 credits] Addictive Behaviours [15] Anomalistic Psychology: an Exploration of Pseudoscience [15 credits] Biological and Cognitive Approaches [30] Individual and Social Approaches [30 credits] Option Option Option Option Option Option Option Option Option Option Option Option Option Option Option Option Option Option Option Option Option Option Option Option Option Core Option Option Option Core Option Option Option Core *These courses have prerequisites. Psychology business plan: Version 1.0 April 2 nd

44 Appendix 4: Template for learning resources Introductory session: overview WRITTEN TEXT PODCASTS READINGS AND RESOURCES Introduction: Introductory reading How this course fits if appropriate [e.g. for into the overall students taking this scheme of study course as an elective] Aims & outcomes Guide to study on this module Assessment on this module Group work integrated across the 12 weeks the course runs [one or more activity] Text: Audio or video Link to core reading/s Aims & outcomes recording [15 20 min] Introduction and For each overview session Link to online resources e.g. video / demonstrations / web based learning activities LTAS 7/5.2 ACTIVITIES Independent activity to support understanding X 10 Text: Further development ideas Evaluation of Audio or video recording [15 20 min] Link to core reading/s Link to online resources e.g. video / demonstrations / web based learning activities Independent activity to consolidate understanding Text: Integration and application of ideas Conclusion Suggestions for further study Audio or video recording [15 20 min] Link to core reading/s Glossary Link to further reading/s Group work integrated across the 12 weeks the course runs [one or more activity] Module Overall conclusion: summary Links to materials in previous and future modules What s next Independent activity to assess understanding e.g. MCQ Independent activities to support performance in summative assessment Psychology business plan: Version 1.0 April 2 nd

45 Appendix 5: Marketing promotion plan for the first year LTAS 7/ Marketing assets to be produced to promote this course The following need to be produced to bring the learning experience to life and to increase search engine rankings. Video overview to go on the website. Taster materials e.g. online lecture, podcasts or written to go on the website Course prospectus Website description White papers from academics to be used in enquiry follow up and conversion to display their academic credentials 2. Timing of marketing Applications can be submitted from Feb 2012 when online applications reopen. Paid for advertising will take place April June and September 3. Key messages to be highlighted in marketing Priority will depend on segment targeted but will include: Distance learning study method enables you to start retraining as professional psychologist, or a role using psychology-related skills without giving up your current job. Gain a prestigious qualification based on the reputations of the lead Colleges in psychology and University of London With wide range of optional courses, drawing on the research expertise of the Lead Colleges The learning experience: intrinsic interest of the course content and study experience drawing on expertise of lead colleges. Affordability compared with on-campus study and OU 4. Activity Plan Target audience Goal Activity Timings All Bring to life the Production of 1 Feb 2012: learning prospectus, web page experience copy, video overview, course tasters Web copy 1 March: Prospectus, video overview. 1 July: video overview and course tasters White papers from academics to be used in enquiry follow up and conversion. Psychology business plan: Version 1.0 April 2 nd

46 UK younger market, with A levels as alternative to campus study, age UK mature learners who already have an undergraduate degree and wish to change career. They are currently likely to be working in teaching and healthcare Continental Western Europe Some already have an undergraduate degree and wish to change career. They are currently likely to be working in teaching and also business Rest of World Create awareness of availability of new course. Drive online applications Create awareness of availability of new course. Drive online applications Increase findability of website from natural search. Increase findability of website from natural search. To be researched Mailing to UCAS database of unplaced applicants (Sept) To be researched Paid search depending budgetary constraints; otherwise natural search only LTAS 7/5.2 Campaigns to run April to June and September Campaigns to run April to June and September Appendix: Sources of data used for document included: Prospective student survey 11 Market analysis doc Dec 10 Psychology business plan: Version 1.0 April 2 nd

47 Appendix 6: Financial model LTAS 7/5.2 (Please note this is withheld from the Academic Approval Event due to commercial sensitivity). A summary of the key planned outcomes are shown in the Projected Outcome section of the main report). Psychology business plan: Version 1.0 April 2 nd

48 LTAS 7/5.2 Appendix 7: details of development and running costs. (Please note this is withheld from the Academic Approval Event due to commercial sensitivity). Psychology business plan: Version 1.0 April 2 nd

49 Appendix 8: Indicative timeline for introduction of modules LTAS 7/5.2 Year 0 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Birkbeck Develops 150credits Also adapt 2 courses [30 credits]. Delivers 180 credits RHUL Develops 135 credits. 2011/ / / / / / /18 General Introduction to Research Methods Advanced Research Introduction to Foundations of Research Methods [30: L5] Methods [15: L6] Health Psychology Psychology [30: L4] [30: L4] [15: L4] [adaptation] Psychological Development Across the Lifespan [15: L4] Abnormal Psychology [15: L4] Developmental Psychology [15: L5] Major Research project Proposal [15: L6] Health Psychology [15: L6] Organisational Psychology [15: L6] Independent Literature Review [15: L6] Introduction to Organisational Psychology [15: L6] [adaptation] Introduction to Educational Psychology [15: L4] [adaptation] Advanced Developmental Psychology [15: L6] Also adapts 2 courses [45 credits]. Social Psychology [15: L5] Educational Psychology [15: L6] Delivers 180 Conceptual Issues in Psychology [15: L5] Advanced and Applied Social Psychology [15: L6] Individual and Social Approaches [30: L6] [adaptation] Goldsmiths Develops 135 credits. Also adapts 2 courses [45 credits]. Delivers 180 Introduction to Cognitive Psychology [15: L4] Introduction to the Biology of Behaviour [15: L4] Biological Basis of Behaviour [15: L5] Cognitive Psychology [15: L5] Personality and Individual Differences [15: L5] Psychology and Law [15: L6] Biological and Cognitive Approaches [30: L6] [adaptation] Cognitive Neuroscience [15: L6] Introduction to Psychology and Law [15: L4] [adaptation] Addictive behaviours [15: L6] Anomalistic Psychology: an Exploration of Pseudoscience [15: L6] TBC Introduction to Psychology [15: L3] Critical Thinking and Academic English for Psychology [15: L3] Introductory Maths and Stats for Psychology [15: L3] Psychology business plan: Version 1.0 April 2 nd

50 Psychology business plan: Version 1.0 April 2 nd LTAS 7/5.2

51 LTAS 7/5.3 BSc Psychology University of London International Programme Draft (indicative) syllabi April

52 LTAS 7/5.3 LEVEL 4 COURSES The aim of modules at Level 4 is to support students develop: the ability to present, evaluate and interpret qualitative and quantitative data; knowledge of the underlying concepts and principles in psychology, and the ability to evaluate and interpret them; the ability to evaluate the appropriateness of different approaches to solving problems related to psychology; the ability to communicate the results of their study accurately and reliably, and with structured and coherent arguments. 2

53 LTAS 7/5.3 Course Title: GENERAL FOUNDATIONS OF PSYCHOLOGY Level 4 Credits: 15 Awards: 1. BSc Hons Psychology: Core 2. Graduate Diploma (Psychology): Core (students may apply for APEL) 3. Diploma of Higher Education (Psychology): Core 4. Certificate of Higher Education (Psychology): Core 5. This course may be taken as an elective by students on other programmes 6. This course may be taken as a stand alone course. PREREQUISITES: None Lead College: Birkbeck Validated: Yes Date to be confirmed Course Co-ordinator: Dr Simon Green Academic team: Simon Green Annie Moss Tim Smith Oliver Robinson Michael Mallaghan AIMS The course aims to: 1. provide an introduction to major areas of modern psychology and to the main theoretical approaches in psychology; 2. develop key study skills for undergraduate psychology; 3. introduce critical thinking for undergraduate psychology; 4. provide opportunities for group discussion on psychological topics; 5. give experience in preparing and presenting topics in different areas of psychology; 6. provide students the opportunity to gain experience in writing essays on psychological topics. 3

54 LTAS 7/5.3 LEARNING OUTCOMES On successful completion of this course, students will be able to: 1. identify the main theoretical approaches in psychology; 2. compare and contrast the core assumptions, key methods and main issues and debates in five or more key approaches; 3. use the VLE and online library; 4. describe and apply strategies relevant to the study of academic psychology at Level 4; 5. identify the IT skills they need to acquire for undergraduate study in psychology and be aware of what they can do to develop these skills; 6. complete the assignments set on the course; 7. produce essays containing relevant psychological findings and arguments in response to questions under examination conditions. Course content Comprehensive introduction to core areas of psychology, covering basic aspects of: Cognition Language Memory and perception Personality Social psychology Abnormal psychology Developmental psychology. Indicative course outline: 1. General introduction to the BSc programme: overview of organisation and structure, including content of modules and links between General Foundations of Modern Psychology and other Level 4 modules Study skills: Using the VLE Managing your time Using the online library IT skills audit Study skills audit 2. Introduction to the history of Psychology and the scientific method Study skills: Finding and reading texts 3. Contemporary methods in Psychology e.g. neuroscience, behavioural genetics, observational and qualitative methodologies Study skills: Note taking 4. Overview of approaches in Psychology the biological approach Study skills: Evaluating information on the web 5. Overview of approaches in Psychology the cognitive approach Study skills: Essays in psychology: Referencing 6. Overview of approaches in Psychology the behavioural approach Study skills: Essays in psychology: critical thinking 7. Overview of approaches in Psychology the cognitive behavioural approach Study skills: Essays in psychology: constructing an argument 8. Overview of approaches in Psychology the psychodynamic approach 4

55 LTAS 7/5.3 Study skills: Essays in psychology: structuring essays 9. Overview of approaches in Psychology the humanistic approach Study skills: Essays in psychology: Writing styles in academic Psychology 10. Biological psychology and neuroscience history and key studies e.g. Phineas Gage, HM, VMH rat Study skills: Essays in psychology: Plagiarism 11. Biological psychology history and key studies continued Study skills: Essays in psychology: review of key components and how they relate to the marking criteria 12. Cognitive psychology history and key studies e.g. info processing 13. Cognitive psychology history and key studies continued 14. Developmental psychology history and key studies e.g. Piaget, Vygotsky 15. Developmental Psychology history and key studies continued 16. Social psychology history and key studies e.g. Asch, Milgram, and contemporary approaches 17. Social psychology history and key studies continued 18. Personality history and key studies e.g. Freud, Eysenck, Big 5 Study skills: Preparing for revision: effective revision techniques 19. Personality history and key studies continued 20. Abnormal psychology history and outline of key approaches: biological, behavioural/cbt, psychoanalysis Study skills: Preparing for revision: writing under timed conditions: practice 21. Abnormal Psychology history and outline of key approaches continued Study skills: Preparing for revision: writing under timed conditions: managing anxiety 22. Animal behaviour and evolutionary psychology key concepts and principles illustrated by examples 23. Animal behaviour and evolutionary psychology key concepts and principles continued 24. Review of key perspectives Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 24 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor. Students will have online access to tutor support. Where appropriate, questions will be anonymised and answers posted for the benefit of other students. 5

56 LTAS 7/5.3 Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. Assessment: Formative: IT and study skills audits; Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); Practice essay written under timed conditions (not tutor marked); Students will submit two essays as part of the formal assessment for this course: students will receive written feedback on both. Summative: Two essays (1,500 words each): 30% (15% x 2) One 3 hour exam: 70% o Section 1: multiple choice questions o Section 2: students must answer two questions in the form of an essay Recommended preparatory reading: Gross, R. (2010) Psychology: The Science of Mind and Behaviour (6thEd. Rev), Hodder Arnold. Cottrell, S. (2008) The Study Skills Handbook (3rd ed.), Palgrave Macmillan Key texts Holt et al. (2012). Psychology: The science of mind and behaviour, 2 nd Ed. Maidenhead, UK: McGraw-Hill. Further reading Gleitman et al (6th Edition) (2003) Psychology. W.W. Norton. (Earlier editions of the Gleitman text from 1995 or 1999 are also suitable.) Journal articles and chapters will be specified for individual units. 6

57 LTAS 7/5.3 Course Title: Psychological Development Across the Lifespan Level 4 Credits: 15 Awards 1. BSc Hons Psychology: Core 2. Diploma of Higher Education (Psychology): Core 3. Certificate of Higher Education (Psychology): Core 4. BSc/BA Minor Psychology: Option 5. This course may be taken as an elective by students on other programmes 6. This course may be taken as a stand alone course. PREREQUISITES None However, students who are taking this as an elective or stand alone course may find it useful to either: - take General Foundations of Modern Psychology (Level 4) prior to enrolling on this course: or - undertake the recommended preparatory reading listed below. Lead College: Royal Holloway Validated: Yes Date to be confirmed Course Co-ordinator Professor Patrick Leman Academic team Professor Patrick Leman, Dr Dawn Watling, Dr Jeanne Shinskey AIMS The course aims to introduce students to a wide range of different topics in developmental psychology from before birth until old age. LEARNING OUTCOMES On successful completion of this course, students will be able to: 1. understand of some of the fundamental issues in developmental psychology; 7

58 LTAS 7/ appreciate how these issues have influenced research on a wide range of topics, from before birth to old age. Course content Theoretical issues and research methods in developmental psychology Prenatal development Cognitive and social development in infancy Piaget's theory / Vygotsky's theory Friendships in the school years Families in childhood and adolescence Moral development Adult development and ageing Indicative course outline 1. Introductory overview 2. Concepts and theories in developmental psychology 3. Prenatal development 4. Research methods in developmental psychology 5. Cognitive development in infancy 6. Social development in infancy 7. Development and cognition in childhood 8. The development of friendship 9. Families in development 10. Moral development 11. Adult development 12. Review, evaluation and integration of key themes, issues & methods. Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 12 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; o guidance for further study. The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor. Students will have online access to tutor support. Where appropriate, questions will be anonymised and answers posted for the benefit of other students. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. Assessment Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); 8

59 LTAS 7/5.3 Students will submit one essay as part of the summative assessment for this course but they will receive written feedback on this work. Summative One coursework essay (1,500 words): 30% One exam (2 hours): 70% o Section 1: multiple choice questions o Section 2: one written answer in the form of an essay. Recommended preparatory reading Holt et al. (2012). Psychology: The science of mind and behaviour, 2 nd Ed. Maidenhead, UK: McGraw-Hill. Key texts Leman, P. J., Bremner, A., Parke, R. D., & Gauvain, M. (2012). Developmental Psychology (International Edition). London: McGraw-Hill. Further reading Journal articles and chapters will be specified for individual units. These will be drawn from a variety of sources including key journals in the area such as Child Development, Developmental Psychology, Developmental Science. 9

60 LTAS 7/5.3 Course Title: Introduction to Cognitive Psychology Level 4 Credits: 15 Awards 1. BSc Hons Psychology: Core 2. Diploma of Higher Education (Psychology): Core 3. Certificate of Higher Education (Psychology): Core 4. This course may be taken as an elective by students on other programmes 5. This course may be taken as a stand alone course. PREREQUISITES None However, students who are taking this as an elective or stand alone course may find it useful to either: - take General Foundations of Modern Psychology (Level 4) prior to enrolling on this course: or - undertake the recommended preparatory reading listed below. Lead College: Goldsmiths Validated: Yes Summer 2011 (validated course amendment) Course Co-ordinator Dr Andrew Bremner Academic team Dr Andrew Bremner Dr Jan de Fockert Dr Karina Linnell Dr James Moore Dr. Jose van Velzen Dr Michael Banissy AIMS The course aims to provide a conceptual overview of cognitive psychology and an introduction to topics that are central to the study of human information processing. The methods used by cognitive psychologists are illustrated with examples from the various topic areas. The history of the development of cognitive psychology from other schools of psychology (e.g. behaviourism) is emphasised. 10

61 LTAS 7/5.3 LEARNING OUTCOMES On successful completion of this course, students will be able to demonstrate knowledge of: 1. the ways in which psychologists have conducted enquiry into human cognition and information processing; 2. some of the key figures in the emergence of the field of cognitive psychology; 3. a range of theoretical approaches to explaining perception, attention, memory and learning from across the history of the field to the current day. 4. a range of the most influential empirical methods and scientific findings in the study of perception, attention, memory and learning. Course content Visual perception Models of attention and short-term memory Encoding and retrieval of information from long-term memory Learning theory Connectionist modelling of learning and memory. Indicative course outline 1. Introduction and historical overview 2. Perception: what it s for and how it works 3. Perception and the brain: Seeing through the window of the brain 4. Attention: introduction to visual and auditory selective attention 5. Attention: cognitive neuroscience of attention 6. Perception, attention and awareness 7. Introduction to learning 8. Learning: classical and operant conditioning 9. Introduction to memory 10. Working memory 11. Kinds of long term memory 12. Forgetting. Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into 12 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor. Students will have online access to tutor support. Where appropriate, questions will be anonymised and answers posted for the benefit of other students. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. 11

62 LTAS 7/5.3 Assessment Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); Students will submit one essay as part of the summative assessment for this course but they will receive written feedback on this work. Summative One coursework essay (1,500 words): 30% One exam (2 hours): 70% o Section 1: multiple choice questions o Section 2: one written answer in the form of an essay. Recommended preparatory reading Holt et al. (2012). Psychology: The science of mind and behaviour, 2 nd Ed. Maidenhead, UK: McGraw-Hill. Chapters 5, 7, & 8. Key texts Smith, E.E., Kosslyn, S.M. (2007). Cognitive Psychology: Mind and Brain. New Jersey, US: Pearson (Prentice Hall). Chapters 2, 3, 5 & 6. Further reading Journal articles and chapters will be specified for individual units. 12

63 LTAS 7/5.3 Course Title: Introduction to the Biology of Behaviour Level 4 Credits: 15 Awards 1. BSc Hons Psychology: Core 2. Diploma of Higher Education (Psychology): Core 3. Certificate of Higher Education (Psychology): Core 4. This course may be taken as an elective by students on other programmes 5. This course may be taken as a stand alone course. PREREQUISITES None However, students who are taking this as an elective or stand alone course may find it useful to either: - take General Foundations of Modern Psychology (Level 4) prior to enrolling on this course: or - undertake the recommended preparatory reading listed below. Lead College: Goldsmiths Validated: Yes Summer 2001 (validated course amendment) Course Co-ordinator Dr Debbie Custance Academic team Dr Debbie Custance Prof Gianna Cocchini Dr James MacDonald Dr Dorothy Cowie Dr Jose van Velzen Prof. Alan Pickering Prof. Joy Bhattacharya AIMS The course aims to introduce biopsychology as an evolving science. Each major topic will be set in its historical context so students can appreciate the rapid advances in methodology, technology and knowledge that have been achieved since the inception of biopsychological enquiry. The aim is to support students gain: 13

64 LTAS 7/ a broad knowledge of brain anatomy; 2. the ability to think critically about the claims of biopsychology; 3. awareness of the clinical implications of studying the interplay between brain dysfunction and biopsychology; 4. appreciation of insights gained from studying the environmental pressures that led to the evolution of our brains and behaviour; 5. knowledgeable of technological advances (such as functional brain imaging) that have fuelled advances in the relatively new field of cognitive neuroscience. LEARNING OUTCOMES On successful completion of this course students will be able to: 1. identify and understand the basic principles of evolutionary theory and behavioural genetics; 2. outline the main features of brain and nervous system functioning; 3. describe some empirical methods of studying the biological bases of physiological processes. Course content Basic neuroanatomy and neurophysiology The relationships between brain and behaviour, and modes of investigating them Chemical communication in the brain and in the body The biological bases of psychological disorders The nature of evolutionary influences on behaviour with particular emphasis given to genes chromosomes and the inheritance of behaviour. Indicative course outline 1. Course overview and introduction 2. Nervous system and biochemistry of the brain 3. Cortical and sub-cortical brain structures 4. Neuropsychology and neuroimaging 5. Evolutionary and comparative psychology 6. Genetics 7. Behavioural Genetics 8. Evolution of language 9. Visual and auditory systems 10. Somatosensory and motor systems 11. Biological basis of emotions 12. Biological basis of psychological disorders. Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 12 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. 14

65 LTAS 7/5.3 o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor. Students will have online access to tutor support. Where appropriate, questions will be anonymised and answers posted for the benefit of other students. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. Assessment Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); Students will submit one essay as part of the summative assessment for this course but they will receive written feedback on this work. Summative One coursework essay (1,500 words): 30% One exam (2 hours): 70% o Section 1: multiple choice questions o Section 2: one written answer in the form of an essay. Recommended preparatory reading Holt et al. (2012). Psychology: The science of mind and behaviour, 2 nd Ed. Maidenhead, UK: McGraw-Hill. Chapters 3 & 4. Key texts Carlson, N.R. (2005). Foundations of physiological psychology, 6 th Ed. London, UK: Pearson Education. Pinel, P.J. (2006). Biopsychology, 6 th Ed. London, UK: Pearson Education. Carlson, N.R. (2007). Physiology of behaviour, 9 th Ed. London, UK: Pearson Education. Further reading Journal articles and chapters will be specified for individual units. 15

66 LTAS 7/5.3 Course Title: INTRODUCTION TO RESEARCH METHODS Level 4 Credits: 30 Awards 1. BSc Hons Psychology: Core 2. Graduate Diploma (Psychology): Core (students may apply for APL) 3. Diploma of Higher Education (Psychology): Core 4. Certificate of Higher Education (Psychology): Core 5. This course may be taken as an elective by students on other programmes 6. This course may be taken as a stand alone course. PREREQUISITES None However, students who are taking this as an elective or stand alone course may find it useful to either: - take General Foundations of Modern Psychology (Level 4) prior to enrolling on this course: or - undertake the recommended preparatory reading listed below. Lead College: Birkbeck Validated: Yes Date to be confirmed Course Co-ordinators Dr Marie Smith and Dr Emma Meaburn Academic team Dr Marie Smith Dr Emma Meaburn AIMS The aims of this course are to enable students to: 1. gain an understanding of the rationale and methods of psychological experimentation; 2. analyse and interpret data from univariate studies; 3. understand the various types of measure that may be collected during an experiment - and the relative merits of each; 4. appreciate the key differences between simple univariate experimental designs; 5. write-up an experiment clearly and concisely in accordance with APA format. 16

67 LTAS 7/5.3 LEARNING OUTCOMES On successful completion of this course, students will be able to: 1. define basic statistical and experimental terms; 2. summarise data using appropriate graphs, tables and summary measures (descriptive statistics) 3. perform and interpret the outcome of the following inferential statistical tests by hand: - Chi-square test; - Wilcoxon Matched-Pairs Signed Ranks Test; - Sign Test; - Z test; - Related t test; - Unrelated t test; - one sample t test; 4. use SPSS to perform and interpret the outcome of the following inferential statistical tests and procedures: - Chi-square test; - Mann-Whitney/Wilcoxon Rank-Sum test; - Wilcoxon Matched-Pairs Signed- Ranks test; - Related t test, Unrelated t test; - One sample t test. 5. describe the circumstances under which the use of each of the above inferential statistical tests is appropriate; 6. design an experiment to test a univariate hypothesis. Course content Principles of experimental design and statistical analysis Descriptive statistics Basic inferential statistical tests Experimental design and procedures Data collection, analysis, and report writing Introduction to SPSS Software for data analysis. Indicative course outline 1. Course introduction and overview 2.Lecture and practical: Maths refresher 3. Lecture and practical: Descriptive statistics 1 (frequency distributions, variables) 4. Lecture and practical: Descriptive statistics 2 (central tendency, variability) 5. Report writing 1 6. Experiment 1 (Face Inversion) 7. Lecture and practical: Principles of experimental design 8. Lecture and practical: Principles of hypothesis testing 9. Lecture and practical: Inferential Statistics 1 (Chi-Square) 10. Lecture and practical: Inferential Statistics 2 (Normal distribution, z-scores, z-test) 11. Report writing Experiment 2 (Priming + Performance measure) 13. Lecture and practical: Inferential Statistics 3 (Central limits theorem, one-sample t-test) 14. Lecture and practical: Inferential Statistics 4 (Related and Unrelated t-test) 15. Lecture and practical: Inferential Statistics 5 (Non-parametric tests) 16. Lecture and practical: Inferential Statistics 6 (Parametric vs. non parametric tests) 17. Class Quiz 18. Experiment 3 (The Stroop Effect) 17

68 LTAS 7/ Lecture and practical: Empirical examples bringing it all together 20. SPSS test 21. Course revision 22. Exam preparation. Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 22 units: o Each unit will usually include: lecture notes; one or more audio or video recordings of lecture material; pen and paper based and IT based worksheets; worksheets; required reading; suggested additional reading; online SPSS tutorial videos of key skills; online support sessions to cover course content; online support to complete formative and summative assessments; o The introductory overview will introduce the course and outline the schedule of study; the revision unit will review and integrate key themes, issues and topics on the course. Over the period of course students should take part in three online experiments which they will write up in form of a lab reports. Students will have online access to tutor support. Where appropriate, questions will be anonymised and answers posted for the benefit of other students. Students will be actively encouraged and supported to engage with other students on the course. Assessment Formative Students will receive written feedback on the three reports submitted. Work sheets (answers supplied two days later); Multiple choice questions to help students monitor their understanding (self-marked); Practice practical paper written under timed conditions (not tutor marked). Summative Two Lab Reports (the second and third lab reports): 30% mark (15% each); One 45minute open book SPSS quiz: 10%. Successful completion of this test is a course requirement for all students; One 2.5 hours written examination: 60% The Practical paper has three compulsory sections: o Section A: Short answers to seven questions about experimental design and statistical analysis. o Section B: Comments on the design of simple experiments and interpretation of results. o Section C: Theoretical and practical questions on experimental design and analysis. Recommended preparatory reading GCSE level maths textbook Key texts Field, A.P. (2009). Discovering statistics using SPSS. 3 rd ed. Sage. 18

69 LTAS 7/5.3 Further reading Field, A.P. & Hole G. (2003). How to design and report experiments. Sage. Note: This book provides additional content on how to report experimental results, and will also be useful for writing reports at the next level of undergraduate study. Howell, D. C. (1997). Fundamental Statistics for the Behavioral Sciences. 4th Edition. PWS-Kent, Boston. Note: This is not an entry level textbook, and so is recommended for students who have some knowledge and experience of statistics and experimental design. It is detailed enough to see you through your entire Psychology undergraduate studies. 19

70 LTAS 7/5.3 Course Title: Introduction to Abnormal Psychology Level 4 Credits: 15 Awards: 1. BSc Hons Psychology: Core 2. Diploma of Higher Education (Psychology): Core 3. Certificate of Higher Education (Psychology): Core 4. This course may be taken as an elective by students on other programmes 5. This course may be taken as a stand alone course. PREREQUISITES None However, students who are taking this as an elective or stand alone course may find it useful to either: - take General Foundations of Modern Psychology (Level 4) prior to enrolling on this course: or - undertake the recommended preparatory reading listed below. Lead College: Royal Holloway Validated: Yes Date to be confirmed Course Co-ordinator Professor Tamar Pincus Academic team Professor Tamar Pincus Dr Manos Tsakiris AIMS The course aims to provide an introduction to the concept of abnormality and its application in psychology, with an emphasis on mental disorder. LEARNING OUTCOMES On successful completion of this course, students will be able to demonstrate: 1. awareness of the role of values in defining abnormality; 20

71 LTAS 7/ an ability to discuss and evaluate research in some areas of abnormal psychology; 3. knowledge of different models of abnormality. Course content Approaches to abnormality / Historical perspective DSM classification, a review of medical approaches Behaviourist and Cognitive models Psychodynamic & post Freudian approaches Post-modernist approaches to mental illness Social factors and mental disorders DSM Clinical disorders The hierarchy of evidence in clinical psychology research Abnormal psychology and the law. Indicative course outline 1. Introductory overview 2. Approaches to abnormal psychology 3. Historical perspectives 4. DSM classification 5. Behaviourist models 6. Cognitive models 7. Psychodynamics and post-freudian approaches 8. Social factors and mental disorders 9. DSM Clinical Disorders 10. The hierarchy of evidence in clinical psychology research 11. Abnormal psychology and the law 12. Review, evaluation and integration of key themes, issues & methods. Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 12 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor. Students will have online access to tutor support. Where appropriate, questions will be anonymised and answers posted for the benefit of other students. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. 21

72 LTAS 7/5.3 Assessment Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); Students will submit one essay as part of the summative assessment for this course but they will receive written feedback on this work. Summative One coursework essay (1,500 words): 30% One exam (2 hours): 70% o Section 1: multiple choice questions o Section 2: one written answer in the form of an essay. Recommended preparatory reading Holt et al. (2012). Psychology: The science of mind and behaviour, 2 nd Ed. Maidenhead, UK: McGraw-Hill. Key texts Butcher, J. N., Mineka, S., & Hooley (2008). Abnormal Psychology. London: Pearson, or equivalent later editions. Further reading Journal articles and chapters will be specified for individual units. 22

73 LTAS 7/5.3 LEVEL 5 COURSES The aim of modules at Level 5 is to support students develop: knowledge of the main methods of enquiry in psychology and an ability to evaluate critically the appropriateness of different approaches to solving problems in psychology; knowledge and critical understanding of the well-established principles of psychology, and of the way in which those principles have developed; understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge. the ability to use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis; an ability to apply underlying concepts and principles outside the context in which they were first studied, including, where appropriate, the application of those principles in an employment context; the ability to effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences; qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making. 23

74 LTAS 7/5.3 Course Title: RESEARCH METHODS Level 5 Credits: 30 Awards 1. BSc Hons Psychology: Core 2. Graduate Diploma (Psychology): Core 3. Diploma of Higher Education (Psychology): Core 4. This course may be taken as an elective by students on other programmes only if they have successfully completed the prerequisites. 5. This course may be taken as a stand alone course only if they have successfully completed the prerequisites. PREREQUISITES Introduction to Research Methods (Level 4) Lead College: Birkbeck Validated: Yes Date to be confirmed Course Co-ordinator Dr Naz Derakhshan ( : Dr Clare Press) Academic team Dr Naz Derakhshan Dr Clare Press Germaine Symons. Beata Tick Kristen Swan Tutors AIMS The aims of this course are to enable students to: 1. apply statistical techniques by hand and use SPSS to analyse data; 2. differentiate between statistical techniques and use these techniques for various research designs and research questions; 3. understand the theoretical rationale behind different statistical techniques; 4. generate data analysis, interpret relevant parts of the SPSS output, and critically think and comment about different findings that are produced by the analysis; 5. demonstrate the acquired research skills through writing of lab reports. 24

75 LTAS 7/5.3 LEARNING OUTCOMES On successful completion of this course, students will be able to: 1. identify when and understand how to use the following statistical techniques by hand and SPSS, and subsequently interpret statistical findings from the following topics in a comprehensive manner: correlational analysis and simple linear regression; simple analysis of variance: between and within subject designs; simple factorial analysis of variance: between and within subject designs; simple interaction effects; post hoc tests and contrasts. 2. understand and discuss the fundamentals of experimental designs issues relating to selection of participants, and ethics in experimental design. Course content Research design and analysis: o Experimental and correlational methods; factorial designs; o Laboratory materials and techniques; o Principles of experimental design and statistical analysis; o Statistical methods of analysis: General linear model: Linear regression and analysis of variance; o Conduct of experiments; o Data collection, analysis, and report writing. Indicative course outline 1. Lecture and practical: Overview of course and revision of t-tests 2. Experiment 1 (TBA) 1 3. Lecture and practical: Correlation 4. Lecture and practical: Simple Linear Regression 5. Lecture and practical: Linear Regression II 6. Interactive Question and Answer session (e.g. conference type Q&A: tutor answers Qs on VLE) 7. Experiment 2 (The Stroop Effect) 8. Lecture and practical: Simple Analysis of Variance (ANOVA) for between subjects design 9. Lecture and practical: Simple Analysis of Variance (ANOVA) for within subjects design 10. Experiment 3 (TBA) 11. Revision of Regression and Simple ANOVA 12. Report writing 13. Lecture and practical: Two-Way ANOVA: between subjects design 14. Lecture and practical: Two-Way ANOVA: within subjects design 15. Experiment 4 (The Mental Rotation of Faces) 16. Practicing ANOVA I 17. Interactive Question and Answer session (e.g. conference type Q&A: tutor answers Qs on VLE) 18. Lecture and practical: Mixed ANOVA 19. Experiment 5 (TBA) 20. How to review a paper 21. Revision of Factorial ANOVA 22. Controversial issues in design and analysis 23. Revision on Regression 24. Integration and Exam Preparation. 1 Online experiments will demonstrate robust psychological phenomenon, including but not restricted to tests and measurement of personality characteristics and traits, cognitive processes involved in attention, memory and emotion processing. 25

76 LTAS 7/5.3 Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 24 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students should take part in FIVE online experiments; THREE of which have to be written up in form of a lab report that is subsequently assessed and moderated by a tutor. Students will have online access to tutor support. Where appropriate, questions will be anonymised and answers posted for the benefit of other students. There are likely to be three conference style interactive Q and A sessions with tutors. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. Assessment Formative Students will receive written feedback on the three reports submitted. Work sheets (answers supplied two days later); Multiple choice questions to help students monitor their understanding (self-marked); Practice practical paper written under timed conditions (not tutor marked). Summative Three Lab Reports: o Experiment 1: 10% o Experiment 2 or 3: 15% o Experiment 3 or 4: 15%; One 2.5 hours written examination: 60% Recommended preparatory reading Field, A.P. (2009). Discovering statistics using SPSS. 3 rd ed. Sage. Key texts Field, A.P. (2009). Discovering statistics using SPSS. 3 rd ed. Sage. Field, A.P. & Hole G. (2003). How to design and report experiments. Sage. 26

77 LTAS 7/5.3 Course Title: Personality and Individual Differences Level 5 Credits: 15 Awards: 1. BSc Hons Psychology: Core 2. Diploma of Higher Education (Psychology): Core 3. This course may be taken as an elective by students on other programmes 4. This course may be taken as a stand alone course. PREREQUISITES: None However, students who are taking this as an elective or stand alone course may find it useful to either: - take General Foundations of Modern Psychology (Level 4) prior to enrolling on this course: or - undertake the recommended preparatory reading listed below. Lead College: Goldsmiths Validated: Yes Summer 2011 (validated course amendment) Course Co-ordinator Dr Tomas Chamorro-Premuzic Academic team: Dr Tomas Chamorro-Premuzic Dr Yulia Kovas AIMS The aim of this course is to provide an understanding of issues relating to individual differences, the area of psychology concerned with the study of how and why people differ, and what implications those differences have. LEARNING OUTCOMES On successful completion of the this course students will be able to: 1. describe the theoretical bases of a range of individual differences; 27

78 LTAS 7/ describe the range of methodological approaches employed to assess (1); 3. describe and evaluate the research literature; 4. demonstrate knowledge of applied implications of (1) and (2). Course content Concepts in psychopathology and personality theory Causal basis of normal and abnormal anxiety The Big Five personality traits Individual differences in cognitive ability and IQ Emotional intelligence Creativity; leadership Genetic and environmental causes of personality and intelligence. Indicative course outline 1. Introduction to individual differences 2. Personality traits: The Big theories 3. Assessment of personality traits: Mainstream approaches 4. Validity of personality traits: Consequential outcomes 5. Mood and motivation 6. Creativity: from personality to intelligence, and beyond 7. Leadership 8. Abnormal personality traits and psychopathology 9. Cognitive ability: mainstream intelligence theories 10. Intelligence: validity, implications, controversies 11. Genetics of cognitive ability: nurture and nature 12. Alternative theories of competence. Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 12 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor. Students will have online access to tutor support. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. 28

79 LTAS 7/5.3 Assessment Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); Students will submit one essay as part of the summative assessment for this course but they will receive written feedback on this work. Practice essay written under timed conditions (not tutor marked). Summative One essay (2,000 words or equivalent): 30% One 2 hour exam: 70% o Section 1: multiple choice questions o Section 2: one essay chosen from three questions Recommended preparatory reading Holt et al. (2012). Psychology: The science of mind and behaviour, 2 nd Ed. Maidenhead, UK: McGraw-Hill. Chapters 10, 11, & 15. Key texts Chamorro-Premuzic, T. (2011). Personality and individual differences (2nd edition). Oxford: Wiley-Blackwell. Further reading Journal articles and chapters will be specified for individual units. 29

80 LTAS 7/5.3 Course Title: Social Psychology Level 5 Credits: 15 Awards: 1. BSc Hons Psychology: Core 2. Diploma of Higher Education (Psychology): Core 3. This course may be taken as an elective by students on other programmes 4. This course may be taken as a stand alone course. PREREQUISITES: None However, students who are taking this as an elective or stand alone course may find it useful to either: - take General Foundations of Modern Psychology (Level 4) prior to enrolling on this course: or - undertake the recommended preparatory reading listed below. Lead College: Royal Holloway Validated: Yes Date to be confirmed Course Co-ordinator Dr Marco Cinnirella, Academic team Dr Marco Cinnirella Dr Steven Stagg Dr Anat Bardi Dr Hanna Zagefka AIMS The aims of this course are to: 1. introduce key social-psychological theories, which students will be encouraged to compare and evaluate; 2. help students to understand how some social psychological theories have been applied to real life situations. 30

81 LTAS 7/5.3 LEARNING OUTCOMES On successful completion of this course, students will be able to: 1. explain how social psychology has contributed to the understanding of human behaviour, in relation to the topics considered; 2. evaluate the social psychological research relating to these topics. Course content The social psychology of relationships The self-concept Prejudice and group conflict Attribution theory Group decision-making Situational perspectives on evil Non-verbal behaviour. Indicative course outline 1. Introductory overview 2. Relationships 3. Self -concept 4. Prejudice 5. Group conflict 6. Attribution theory 7. Decision-making in groups 8. Situational perspectives on evil 9. Non-verbal behaviour 10. Crowd behaviour 11. Social neuroscience 12. Review, evaluation and integration of key themes, issues & methods. Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 12 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material: Lecturers with particular areas of expertise will provide an introduction to the theories relating to each topic and describe relevant research evidence, both supporting and contradicting the theories. required reading: students will be asked to read relevant research papers, both to be provided on handouts and identified by searching computer databases. links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor: students will be asked to critically evaluate the evidence presented and to provide concise summaries of papers in tutor facilitated discussions with other students. 31

82 LTAS 7/5.3 Students will have online access to tutor support. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. Assessment Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); Students will submit one essay as part of the summative assessment for this course but they will receive written feedback on this work. Practice essay written under timed conditions (not tutor marked). Summative One essay (2,000 words or equivalent): 30% One 2 hour exam: 70% o Section 1: multiple choice questions o Section 2: one essay chosen from three questions. Recommended preparatory reading Holt et al. (2012). Psychology: The science of mind and behaviour, 2 nd Ed. Maidenhead, UK: McGraw-Hill. Key texts Hogg MA and Vaughan GM. Social Psychology, 5 th edition (or later), Harlow, London: Pearson. Further reading Hewstone, M, Stroebe, W, Stephenson, G, and associates. Introduction to Social Psychology, 4th (or later) edition. Oxford: Blackwell. 32

83 LTAS 7/5.3 Course Title: Cognitive Psychology Level 5 Credits: 15 Awards: 1. BSc Hons Psychology: Core 2. Diploma of Higher Education (Psychology): Core 3. This course may be taken as an elective by students on other programmes 4. This course may be taken as a stand alone course. PREREQUISITES: None However, students who are taking this as an elective or stand alone course may find it useful to either: - take Introduction to Cognitive Psychology (Level 4) prior to enrolling on this course: or - undertake the recommended preparatory reading listed below. Lead College Goldsmiths Validated: Yes Summer 1989 (validated course amendment) Course Co-ordinator: Dr José van Velzen Academic team: Dr James Moore Prof Tim Valentine Dr José van Velzen Dr Andy Bremner Dr Jan de Fockert AIMS The aim of this course is to provide a detailed analysis of many of the major topics in cognitive psychology. Providing both historical context and current advanced developments, the course provides a comprehensive outline of the ways in which mental processes operate, and of the theories used to account for those processes, as well an understanding of the methods by which cognition is studied. 33

84 LTAS 7/5.3 LEARNING OUTCOMES On successful completion of this course students will be able to: 1. evaluate theoretical modelling of mental processing by providing examples of different techniques. 2. give examples of acquired and developmental disorders where mental processing is disrupted or changed and explain how these inform cognitive models; 3. describe theories of mental representation and processing; 4. describe how performance on everyday tasks can be understood in terms of mental processes; 5. describe current approaches to the study of cognition. Course content Language processing Everyday memory and face recognition The representation of concepts Attention Motor processing Multisensory perception Object recognition Measurement of risk Consciousness. Indicative course outline: 1. Visual object recognition 2. Face processing 3. Multisensory perception 4. Attention I Effects on Sensory Processing 5. Attention II Cognitive neuroscience of attention 6. Motor processing 7. Judgment and decision making 8. Prospective memory & human error 9. Conceptual knowledge/semantic memory 10. Language 11. Executive Processes 12. Volition and consciousness. Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 12 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. 34

85 LTAS 7/5.3 o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor. Students will have online access to tutor support. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. Assessment: Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); Students will submit one essay as part of the summative assessment for this course but they will receive written feedback on this work. Practice essay written under timed conditions (not tutor marked). Summative: One essay (2,000 words or equivalent): 30% One 2 hour exam: 70% o Section 1: multiple choice questions o Section 2: one essay chosen from three questions. Recommended preparatory reading: Holt et al. (2012). Psychology: The science of mind and behaviour, 2 nd Ed. Maidenhead, UK: McGraw-Hill. Chapters 7, 8, & 9. Smith, E.E., & Kosslyn, S.M. (2007). Cognitive Psychology: Mind and Brain. Upper Saddle River, NJ: Pearson Education. Chapters 2, 3, 5 & 6. Key texts Eysenck, M. W., & Keane, M. T. (2010). Cognitive Psychology: A Student's Handbook. (6th Edition). London: Erlbaum. Smith, E.E., & Kosslyn, S.M. (2007). Cognitive Psychology: Mind and Brain. Upper Saddle River, NJ: Pearson Education. Stevenage, S. V. (1997). Face facts: theories and findings. The Psychologist, 10(4), Styles, E. (1997). The Psychology of Attention. Hove: Psychology Press. Baddeley, A.D. (1997). Human Memory: Theory and Practice. (2 nd edition). Hove: Psychology Press. Further reading Cohen, G. & Conway, M. (2008) (eds) Memory in the real world. (3 rd ed. Hove: Psychology Press. Campbell, R. (Ed.) (1992). Mental Lives: Case Studies in Cognition. Oxford: Blackwell. Ellis, A. W., & Young, A. W. (1997). Human Cognitive Neuropsychology. London: Erlbaum. Gardner, H. (1985). The Mind's New Science: A History of the Cognitive Revolution. New York: Basic Books. Roth, I. & Bruce, V. (1995). Perception and representation. (2 nd edition). Royal Society (1997). Science, policy and risk. OUP. ISBN

86 LTAS 7/5.3 Course Title: Developmental Psychology Level 5 Credits: 15 Awards 1. BSc Hons Psychology: Core 2. Diploma of Higher Education (Psychology): Core 3. This course may be taken as an elective by students on other programmes 4. This course may be taken as a stand alone course. PREREQUISITES: None However, students who are taking this as an elective or stand alone course may find it useful to either: - take Psychological Development Across the Lifespan (Level 4) prior to enrolling on this course: or - undertake the recommended preparatory reading listed below. Lead College: Royal Holloway Validated: Yes Date to be confirmed Course Co-ordinator Dr Dawn Watling Academic team Dr Dawn Watling Dr Jeanne Shinskey Professor Patrick Leman AIMS The aims of this course are to provide a detailed account of some of the main theoretical and empirical issues emerging from recent research in developmental psychology with particular emphasis on research design, methods of data collection and alternative theoretical explanations of development from infancy to adolescence. 36

87 LTAS 7/5.3 LEARNING OUTCOMES On successful completion of this course students will be able to: 1. demonstrate understanding of major issues of current theoretical controversy within developmental psychology. 2. demonstrate understanding of key empirical methods and procedures within developmental psychology. 3. demonstrate the capacity for critical analysis of developmental psychology research and the ability to carry out independent reading. Course content Building on and extending knowledge gained from the first year course: Perceptual and motor development Language development Number representation Cognitive development Social cognition Autism Special needs education Research techniques in developmental psychology Critical analysis. Indicative course outline 1. Introductory overview 2. Language development 3. Development of number representation 4. Intelligence 5. Social cognitive development 6. Emotion development 7. Adolescence 8. The development of self-concept 9. Gender development 10. The development of ethnic group attitudes and prejudice 11. Attributions 12. Review, evaluation and integration of key themes, issues & methods. Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 12 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor. 37

88 LTAS 7/5.3 Students will have online access to tutor support. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. Assessment Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); Students will submit one essay as part of the summative assessment for this course but they will receive written feedback on this work. Practice essay written under timed conditions (not tutor marked). Summative: One essay (2,000 words or equivalent): 30% One 2 hour exam: 70% o Section 1: multiple choice questions o Section 2: one essay chosen from three questions. Recommended preparatory reading Leman, P. J., Bremner, A., Parke, R. D., & Gauvain, M. (2012). Developmental Psychology (International Edition). London: McGraw-Hill. Key texts Leman, P. J., Bremner, A., Parke, R. D., & Gauvain, M. (2012). Developmental Psychology (International Edition). London: McGraw-Hill. Further reading Journal articles and chapters will be specified for individual units. These will be drawn from a variety of sources including key journals in the area such as Child Development, Developmental Psychology, Developmental Science. 38

89 LTAS 7/5.3 Course Title: Biological Basis of Behaviour Level 5 Credits: 15 Awards 1. BSc Hons Psychology: Core 2. Diploma of Higher Education (Psychology): Core 3. This course may be taken as an elective by students on other programmes 4. This course may be taken as a stand alone course. PREREQUISITES None However, students who are taking this as an elective or stand alone course may find it useful to either: - take Introduction to the Biology of Behaviour (Level 4) prior to enrolling on this course: or - undertake the recommended preparatory reading listed below. Lead College Goldsmiths Validated: Yes Summer 1992 (validated course amendment) Course Co-ordinator Dr Debbie Custance Academic team Dr Debbie Custance Dr Dorothy Cowie Dr Gianna Cocchini Dr James MacDonald AIMS The major aim of this course is to develop an understanding of the interrelation between biological mechanisms and behaviour in animals and humans. This is approached by examining and evaluating selected topics in depth 39

90 LTAS 7/5.3 LEARNING OUTCOMES On successful completion of this course students will be able to demonstrate understanding of and to write reflective essays on: 1. psychophysiological measures of sleep, the neural mechanisms controlling sleep waking, theories of sleep and dream function; 2. theories of body weight regulation and eating behaviour; 3. the role of sex-steroid hormones in sexual differentiation and sexual motivation; 4. evolutionary and comparative approaches to psychology, especially with regard to mate choice; 5. the brain and emotions. Course content The role of sex-steroid hormones in somatic and neural organisation and in sexual motivation: evolutionary and comparative approaches to mate choice The brain and emotions Eating and bodyweight regulation Biological rhythms with an emphasis on sleep. Indicative course outline 1. Sexual selection and mate choice 1 2. The human brain: Evolution 3. The human brain: Life history patterns 4. The human brain: Development 5. Emotions 1 (introduction) 6. Emotions 2 (stress and health) 7. Cognitive Neuroscience 1 8. Cognitive Neuroscience 2 9. Eating and weight regulation Eating and weight regulation Sleep Sleep 2. Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 12 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor. Students will have online access to tutor support. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. 40

91 LTAS 7/5.3 Assessment Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); Students will submit one essay as part of the summative assessment for this course but they will receive written feedback on this work. Practice essay written under timed conditions (not tutor marked). Summative One essay (2,000 words or equivalent): 30% One 2 hour exam: 70% o Section 1: multiple choice questions o Section 2: one essay chosen from three questions. Recommended preparatory reading Holt et al. (2012). Psychology: The science of mind and behaviour, 2 nd Ed. Maidenhead, UK: McGraw-Hill. Chapters 3 & 4. Carlson, N.R. (2005). Foundations of physiological psychology, 6 th Ed. London, UK: Pearson Education. Pinel, P.J. (2006). Biopsychology, 6 th Ed. London, UK: Pearson Education. Carlson, N.R. (2007). Physiology of behaviour, 9 th Ed. London, UK: Pearson Education. Key texts Carlson, N. R. (2008). Foundations of Physiological Psychology (7 th edition). London: Allyn & Bacon. Pinel, J. P (2009). Biopsychology (7th edition). Boston: Allyn & Bacon. (selected chapters) Carlson, N. R (2010). Physiology of Behaviour. (10th edition). Boston: Allyn & Bacon. Gazzaniga, M.S., Ivory, R.B., & Mangun, G.R. (Eds.) Cognitive Neuroscience: The Biology of the Mind (Hardcover). Further reading Cartwright, J. (2000). Evolution and Human Behaviour. MacMillan. Barrett, L., Dunbar, R. & Lycett, J. (2002). Human Evolutionary Psychology. London: Palgrave. 41

92 LTAS 7/5.3 Course Title: Conceptual Issues in Psychology Level 5 Credits: 15 Awards: 1. BSc Hons Psychology: Core 2. Diploma of Higher Education (Psychology): Core 3. This course may be taken as an elective by students on other programmes 4. This course may be taken as a stand alone course. PREREQUISITES: None However, students who are taking this as an elective or stand alone course may find it useful to either: - take General Foundations of Modern Psychology (Level 4) prior to enrolling on this course: or - undertake the recommended preparatory reading listed below. Lead College Royal Holloway Validated: Yes Date to be confirmed Course Co-ordinator: Professor Robin Walker Academic team: Professor Robin Walker Prof. Kathy Rastle Dr Rob Hughes Dr Tim Holmes AIMS The aims of this course are to: 1. provide a historical perspective on Psychology. 2. provide a theoretical perspective on key issues in Psychology, thus enabling the appreciation of diverse approaches to psychology and the evaluation of current debates within the subject. 3. provide an opportunity for critical reflection on the current practice of psychology. 4. consider the manner in which Psychology may be related to other sciences. 42

93 LTAS 7/5.3 LEARNING OUTCOMES On successful completion of this course students will be able to demonstrate: 1. the ability to describe, compare and assess different theoretical approaches to psychology. 2. an understanding of the development of Psychology, and to be able to discuss how the history of Psychology is related to key areas of current practice. 3. the ability to discuss whether and why Psychology should be considered as a science. 4. The ability critically evaluate and employ appropriate skills to support independent study. Course content What is Science and how does Psychology fit in? Introspectionist and behaviourist approaches to human behaviour Cognition and Computers Neuroscience Body and mind Neuro-ethics Evolution and psychology The future of Psychology. Indicative course outline: 1. Introductory overview 2. What is Science and how does Psychology fit in? 3. Introspectionist and behaviourist approaches to human behaviour 4. Cognition and Computers 5. Neuroscience 6. Body and mind 7. Special topic 8. Neuro-ethics 9. Evolution and psychology 10. The future of Psychology. 11. Current topics in psychological science 12. Review, evaluation and integration of key themes, issues & methods. Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 12 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; o guidance for further study. The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor. Students will have online access to tutor support. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. 43

94 LTAS 7/5.3 Assessment: Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); Students will submit one essay as part of the summative assessment for this course but they will receive written feedback on this work. Practice essay written under timed conditions (not tutor marked). Summative: One essay (2,000 words or equivalent): 30% One 2 hour exam: 70% o Section 1: multiple choice questions o Section 2: one essay chosen from three questions. Recommended preparatory reading: Holt et al. (2012). Psychology: The science of mind and behaviour, 2 nd Ed. Maidenhead, UK: McGraw-Hill. Key texts Brysbaert, M. & Rastle, K. (2009). Historical and Conceptual Issues in Psychology. Prentice Hall/Pearson, Harlow, UK. Key texts (Is it possible to add some texts about cross-cultural psychology or that highlight the international nature of the student body in some way?) Further reading Additional readings will be from journals in the field including Psychological Science, Journal of Neuroscience, and Journal of Experimental Psychology (JEP) 44

95 LTAS 7/5.3 LEVEL 6 COURSES The aim of modules at Level 6 is to support students develop: the ability to manage their own learning and to make use of scholarly reviews and primary sources; the ability to deploy accurately established techniques of analysis and enquiry within psychology; a systematic understanding of key aspects of psychology: this includes acquisition of coherent and detailed knowledge - at least some of which is at or informed by the forefront of defined aspects of the discipline; an appreciation of the uncertainty, ambiguity and limits of knowledge; critically evaluate arguments, assumptions, abstract concepts and data (that may be incomplete), to make judgements and to frame appropriate questions to achieve a solution - or identify a range of solutions - to a problem; conceptual understanding that enables the student: o to devise and sustain arguments; o o solve problems using ideas and techniques within psychology; to describe and comment upon particular aspects of current research in psychology or equivalent advanced scholarship in psychology; the ability to apply the methods and techniques that they have learned to review, consolidate, extend and apply their knowledge and understanding, and to initiate and carry out projects; communicate information, ideas, problems and solutions to both specialist and non-specialist audiences; the qualities and transferable skills necessary for employment requiring: o o o the exercise of initiative and personal responsibility; decision-making in complex and unpredictable contexts; the ability to learn required to undertake appropriate further training of a professional or equivalent nature. 45

96 LTAS 7/5.3 Course Title: ADVANCED RESEARCH METHODS Level 6 Credits: 15 Awards: 1. BSc Hons Psychology: Core 2. Graduate Diploma (Psychology): Core 3. This course may be taken as an elective by students on other programmes only if they have successfully completed the prerequisites. 4. This course may be taken as a stand alone course only if they have successfully completed the prerequisites. PREREQUISITES: 1. Introduction to Research Methods (Level 4) 2. Research Methods (Level 5) Lead College Birkbeck Validated: Yes Date to be confirmed Module Co-ordinators: Dr Tim Smith and Dr Matthew Longo Academic team: Dr Tim Smith Dr Matthew Longo Dr Andy Aresti (Qualitiative) AIMS The aims of this course are to: 1. provide students with a working knowledge of a variety of statistical methods; 2. provide assistance in the designing and execution of a research project. LEARNING OUTCOMES On successful completion of this course students will be able to: 1. identify an appropriate method of analysis for a range of experiments; 2. be a competent user of SPSS; 3. perform analysis of variance involving both within and between-subjects designs, and interpret the results; 46

97 LTAS 7/ perform appropriate planned and post hoc comparisons by hand and by computer; 5. perform simple and multiple regression analyses, and interpret the results; 6. be familiar with factor analysis and able to perform and interpret a simple factor analysis; 7. have an understanding of qualitative methodology; 8. carry out a piece of research in a small group setting; Course content The research process in context: design, analysis and interpretation Advanced experimental methodology and statistics, with special emphasis upon data coding techniques, multivariate analysis, and post hoc and a priori tests related to the analysis of variance Computer-based statistical analysis. Indicative course outline: 1. Introductory overview and revision of ANOVA 2. Higher-Order Analyses 3. Experimental Project I: Experimental Conception and Design 4. Exploring Main Effects and Interactions 5. Further Post-Hoc and A-Priori Tests 6. Logistic Regression 7, Experimental Project II: Setup and Data Collection 8. Factor Analysis 9. Qualitative Research Qualitative Research Experimental Project III: Analysis and Interpretation 12. Review, evaluation and integration of key themes, issues & methods Teaching and Learning Methods The course will have a study guide that is available via the VLE. Course materials will be organised into approximately 12 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Group project: o At the start of the course, each group of students will choose their project topic from a list of projects that have been pre-approved by the Birkbeck Psychology Ethics committee along with all suitable modifications. The list of projects will change each year. Each project will be based on a paper from the primary experimental psychology literature and students will be given suggestions about simple extensions to the paradigm. For example: Memory for word lists and order, context and familiarity effects. Participants will encode a list of words presented on paper or a computer screen and asked to freely recall or identify words as Old or New after some delay. Tests of priming or interference such as Stroop task. Participants are asked to name the colour of the font in which a series of words are presented on the 47

98 LTAS 7/5.3 o o o o o o o screen. Interference from colour words will be detected by a delay in naming measured by a stop-watch. Questionnaire studies investigating the influence of individual differences such as degree of extroversion on decision making or judgements. Questionnaires can be administered on paper or computer. Limitations on what experiments are conducted will be strictly enforced. For example, no specialist testing equipment should be required beyond that which each student should be expected to have at home, e.g. PC/Mac, pen and paper, timing device are acceptable whereas access to an eye tracker is not. Participants must be older than 18, not belong to a vulnerable group, e.g. disabled, and be able to give personal consent for participation. The number of participants will be limited to around 30 per student and tutors will ensure the testing load is evenly distributed across students in each group. The projects will involve widely-used methods such as simple perceptual judgments, error rates, reaction times, memory performance, questionnaire answers. Students will be allocated to small study groups around their topic and tasked with designing, executing and analysing an empirical study over the duration of the course as a group. Each student will test participants locally according to the procedure agreed on by the group and pre-approved by the ethics committee. Students will be encouraged to keep the technical requirements of the project to a minimum using available pen-and-paper and generic-computing methods, e.g. powerpoint and stopwatches. Data will be pooled across the members of each group for analysis. Students will be required to have on-line project group meetings supervised by tutors. Throughout the module students will have online access to tutor support via a bulletin board. Where appropriate, questions will be anonymised and answers posted for the benefit of other students. Assessment: Formative: Indicative list: Statistics work sheets (not tutor marked); Multiple choice questions to help students monitor their understanding: self-assessed / quizzes on Moodle. Summative: Exam: 2.5 hours written paper: 70% The paper contains two sections. Section A contains 3 questions and 1 question must be answered. All parts of Section B must be answered. Coursework: project report: 30% All students must write up their own project independently, and this will be assessed for examination purposes. Report must take the form of a classic empirical write-up including title, abstract, background, hypotheses, methodology, results, conclusion and references in APA style. Word limit will be words excluding references and appendices. Deadline for report will be a month after the end of the taught portion of the course. Reports will be submitted via Turnitin. Recommended preparatory reading: Field, A.P. (2009). Discovering statistics using SPSS. 3 rd ed. Sage. Field, A.P. & Hole G. (2003). How to design and report experiments. Sage. 48

99 LTAS 7/5.3 Key texts Howell, D. C. (1997). Fundamental Statistics for the Behavioral Sciences. 4th Edition. PWS-Kent, Boston. Further reading Additional reading will be specified for individual units. 49

100 LTAS 7/5.3 Course Title: Independent Literature Review Level 6 Credits: 15 Awards: 1. BSc Hons Psychology: Core 2. This course may be taken as an elective by students on other programmes only if they have successfully completed the prerequisites. 3. This course may be taken as a stand alone course only if they have successfully completed the prerequisites. PREREQUISITES 1. Introduction to Research Methods (Level 4) 2. Research Methods (Level 5) 3. Advanced Research Methods (Level 6) Lead College Royal Holloway Validated: Yes Date to be confirmed Course Co-ordinator Professor Patrick Leman Academic team: Drawn from the three lead colleges. AIMS The aim of this course is to produce a substantial piece of original written work exploring in-depth a topic of the student s own interest, prepared under the guidance of a supervisor. Note that this is not an empirical piece of work and no data are collected or analysed: the work produced will take the form of an advanced level extended essay. LEARNING OUTCOMES On successful completion of this course students will be able to demonstrate the skills required for independent research based on written materials, including the ability to: 1. identify relevant sources of material; 2. evaluate the selected material competently; 3. reach balanced conclusions, and where possible give their implications for wider theoretical issues and practical problems; 4. judge what empirical work would further advance understanding. 50

101 LTAS 7/5.3 Course content The topic is to be agreed on by student and supervisor, with the conditions that the student avoid repetition of material covered in course lectures, and that there be no overlap with the topic in the student s final year project. Teaching and Learning Methods Students will meet with their supervisor three times to: Discuss a suitable topic area Discuss the material identified for inclusion in the dissertation Obtain feedback on a 1600-word outline of the structure of the dissertation The course will have a study guide that is available via the VLE and also in printed form. Assessment Formative In meetings with the supervisor, students will receive feedback on The suitability of topic area; The suitability and amount of material to be covered; The 1600-word outline of the structure of the dissertation; On the final dissertation, students will receive an individual feedback form after the degree classifications have been made. Summative Review article: 100% 6,000 to 7,500-word essay (double-spaced with numbered pages) in the style of published review articles. Otherwise there is no formal formatting requirement but as a guide, dissertations usually include: 1. abstract ( words); 2. table of contents; 3. introduction outlining the aims and background to the dissertation, including the issue to be addressed, why it is important, and how you propose to address it; 4. main section detailing your evaluation, preferably subdivided into titled sections; 5. conclusion relating the outcome of the work reviewed to the aims given in the introduction and where possible, describing the implications for broader theoretical perspectives or for a practical problem, suggesting what further work may be done and why; 6. references. Recommended preparatory reading Field, A.P. (2009). Discovering statistics using SPSS. 3 rd ed. Sage. Field, A.P. & Hole G. (2003). How to design and report experiments. Sage. Howell, D. C. (1997). Fundamental Statistics for the Behavioral Sciences. 4th Edition. PWS-Kent, Boston. Key texts Materials to be agreed on by student and supervisor. 51

102 LTAS 7/5.3 Course Title: Major Research Project Proposal Level 6 Credits: 15 Awards 1. BSc Hons Psychology: Core 2. Graduate Diploma (Psychology): Core 3. BSc Major Psychology: Core PREREQUISITES 1. Introduction to research methods (Level 4) 2. Research methods (Level 5) 3. Advanced research methods (Level 6) Lead College Birkbeck Validated To be validated Course Co-ordinator Professor Jonathan A Smith Academic team Drawn from the three lead colleges. AIMS The aim of this course is to give students individual, intensive experience of all the elements required to produce a research proposal for a major empirical project. LEARNING OUTCOMES On successful completion of this course students will be able to: 1. construct a research question in relation to a corpus of extant literature 2. design a research study 3. consider the ethical issues relevant to the research area 4. write a full and clear research proposal 52

103 LTAS 7/5.3 COURSE CONTENT This course comprises individual student activity guided by, and with support from, a tutor. Students will choose one from four research domains in which to work: cognitive, developmental, social, clinical. For each research domain, a reading list of 10 key papers in a designated research area will have been compiled by a tutor in that field. Students will read and critically analyse the papers in their chosen domain. They will also articulate their own personal interests in the area. From these two components, the student will construct an individual research question. They will then write a 2,000 word report in which the research question is explicated and discussed in relation to both their own research interests and the critical analysis of the corpus read. This report will be ed to the tutor. The tutor will read the report, award a mark for this first draft, provide short written comments and have a half hour Skype tutorial with the student offering constructive feedback to facilitate the development of a practicable research question. The degree of modification required for the research question depends on the quality of the first draft. The second half of the tutorial will allow the tutor to offer the student guidance on the second stage of activity: the research design. The student will then design the research study, considering all elements required to turn their research question into a realisable research project: how they will operationalise the research question; what ethical approval will be required and how this will be obtained; how they will select and obtain a sample; what will be an appropriate analysis technique; power; validity and so forth. This will involve the student referring to, inter alia, the course handbook, course notes from a range of previous modules, and the method sections of the journal papers in the research corpus for this course. The student will write up the design in a 2000 word report and send it to the tutor by . The tutor will read the report, provide short written comments and have a half hour Skype tutorial with the student offering constructive feedback. The student will revise the two written reports in the light of feedback from the tutor and then compile them in a final synthesized document the research proposal which is submitted for formal assessment. TEACHING AND LEARNING METHODS Study guide available via the VLE; Required reading lists; Individual reading of research papers; Critical thinking and critical analysis; Writing of research proposal reports; Short written feedback on reports; Real time Skype research tutorials. ASSESSMENT Formative Tutor gives written and oral feedback on two written reports: research question, research design. Summative Student s first draft of research question : 25% Formal marking of the student s 4000 word research proposal :75%. 53

104 LTAS 7/5.3 Key texts The reading for the course is determined by the domain chosen for the proposal. Individually tailored reading lists will be offered by the tutor. I will also seek out some generic texts on constructing research proposals. 54

105 LTAS 7/5.3 Course Title: Organisational Psychology In development 55

106 LTAS 7/5.3 Course Title: Educational Psychology Level 6 Credits: 15 Awards 1. BSc Hons Psychology: Option 2. This course may be taken as an elective by students on other programmes. 3. This course may be taken as a stand alone course. PREREQUISITES None However, prior to enrolling on this course, students who are taking this course as an elective or as a stand alone course may find it useful to either: - take Introduction to Research Methods (Level 4) and Developmental Psychology (Level 5) OR - undertake the recommended preparatory reading listed below. Lead College: Royal Holloway Validated: Yes Date to be confirmed Course Co-ordinator Professor Patrick Leman Academic team Professor Patrick Leman Dr Dawn Watling Dr Yvonne Skipper AIMS The aims of this course are to: 1. introduce students to core topics in educational psychology; 2. discuss classic psychological approaches to learning and education; 3. evaluate current psychological research in education; 4. consider how psychological research can be effectively applied in educational settings. 56

107 LTAS 7/5.3 LEARNING OUTCOMES On successful completion of this course students will be able to: identify the key areas of research and theory in educational psychology; evaluate empirical evidence and a range of theoretical approaches in the area; discuss the links between theory and practice in education, from a psychological perspective. Course content The course will include lectures and readings covering classical and contemporary approaches in educational psychology. These may include work on gender and diversity in education, learning and classroom interaction, intelligence and motivation, learning disorders and special educational needs, assessment, attainment, socio-emotional approaches to development and learning, psychological perspectives on education at different levels/ages. Indicative course outline: 1. Introductory overview 2. Learning language and literacy 3. Gender and education 4. Learning in diverse contexts 5. Classroom interaction 6. Intelligence and motivation 7. Learning disorders 8. Special Educational Needs 9. Conduct disorder and ADHD 10. Socio-emotional approaches to development and learning 11.Assessment 12. Review, evaluation and integration of key themes, issues & methods. Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 12 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor. Students will have online access to tutor support. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. 57

108 LTAS 7/5.3 Assessment Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); Students will submit one essay as part of the summative assessment for this course but they will receive written feedback on this work. Summative Coursework 2,000 words: 30% One 2 hour exam: 70% o Section 1 (1 hour): multiple choice questions o Section 2 (1hour): one essay chosen from three questions. Recommended preparatory reading Leman, P. J., Bremner, A., Parke, R. D., & Gauvain, M. (2012). Developmental Psychology (International Edition). London: McGraw-Hill. Key texts Ormrod, J. E. (2010). Educational Psychology: Developing Learners. New Jersey: Pearson. Further reading Journal articles and chapters will be specified for individual units. These will be drawn from a variety of sources including key journals in the area such as Child Development, Developmental Psychology, Developmental Science, Journal of Educational Psychology, British Journal of Educational Psychology 58

109 LTAS 7/5.3 Course Title: Health Psychology Level 6 Credits: 15 Awards 1. BSc Hons Psychology: Option 2. This course may be taken as an elective by students on other programmes. 3. This course may be taken as a stand alone course. PREREQUISITES None However, prior to enrolling on this course, students who are taking this course as an elective or as a stand alone course may find it useful to either: - take Introduction to Research Methods (Level 4) and General Foundations of Modern Psychology (Level 4) or Conceptual Issues in Psychology (Level 5). OR - undertake the recommended preparatory reading listed below. Lead College Birkbeck Validated: Yes Date to be confirmed Course Co-ordinator Dr Simon Green Academic team: Dr Simon Green Dr Anne Miles AIMS The aim of this course is to provide an overview of the way in which psychological theory and research may be applied in health promotion and the provision of health care; to evaluate the impact of this area of study on health and related outcomes. LEARNING OUTCOMES On successful completion of this course students will be able to: 1. Introduce and critically evaluate core topics, central issues and key models within health psychology; 59

110 LTAS 7/ Review and evaluate the use of psychological theories in: a. promoting beliefs and behaviours which support health; b. in service provision; 3. Explore the links between health psychology and other domains within psychology; 4. Review and evaluate the research methods employed in the development of health psychology. Course content Psychology and Health Psychology and Illness o The use and provision of health services o Using psychology in the treatment of physical conditions o Chronic illness o Terminal illness Indicative course outline: 1. Introduction and overview 2. Stress concepts and issues 3. Stress and illness 4. Obesity psychology and physiology 5. Cancer prevention and early detection 6. Coping with life-threatening illness cancer 7. Coping with life-threatening illness heart disease 8. Socio-economic status and health 9. Screening in healthcare what it is and when it is used 10. Revision and overview Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 12 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor. Students will have online access to tutor support. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. 60

111 LTAS 7/5.3 Assessment Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); Students will submit one essay as part of the summative assessment for this course but they will receive written feedback on this work. Summative: Coursework 2,000 words: 30% One 2 hour exam: 70% o Section 1 (1 hour): multiple choice questions o Section 2 (1hour): one essay chosen from three questions. Recommended preparatory reading: Ogden, J. (2007) Health Psychology, 5th ed. OUP. Key texts Ogden, J. (2007) Health Psychology, 5th ed. OUP: main UK text. Very good for models and psychological/social approaches Morrison, V. & Bennett, P. (2006) An Introduction to Health Psychology. Pearson. UK text, good balance between USA empirical approaches and UK social/psychological approaches Sarafino, E.P. (2008) Health Psychology, 6th ed. USA text, very good on physiological factors in e.g. stress and obesity Further reading Journal articles and chapters will be specified for individual units. 61

112 LTAS 7/5.3 Course Title: Advanced and Applied Social Psychology Level 6 Credits: 15 Awards 1. BSc Hons Psychology: Option 2. This course may be taken as an elective by students on other programmes. 3. This course may be taken as a stand alone course. PREREQUISITES None However, prior to enrolling on this course, students may find it useful to either: - take Introduction to Research Methods (Level 4) and Social Psychology (Level 5) prior to enrolling on this course OR - undertake the recommended preparatory reading listed below. Lead College Royal Holloway Validated: Yes Date to be confirmed Course Co-ordinator Dr Marco Cinnirella Academic team: Dr Marco Cinnirella Dr Steven Stagg Dr Ryan McKay Dr Hanna Zagefka Dr Anat Bardi AIMS The aim of this course is to introduce students to varied practical applications of social psychology, focusing particularly on work in the area of identity and attitudes 62

113 LTAS 7/5.3 LEARNING OUTCOMES On successful completion of this course students will be able to demonstrate: 1. the analytical skills necessary to successfully apply social psychology to practical issues and novel social problems; 2. awareness of the methodological issues involved when applying basic social psychological theory and research to practical problems; 3. awareness of cutting-edge theoretical issues in the areas of social identity, attitudes, and group processes. Course content Topics cover the latest research in applied and social psychology ranging from theoretical work applied to driving, religious beliefs and social identities, to work on deception and computer based communication. Indicative course outline 1. Introductory overview 2. Driver behaviour 3. National and European identity 4. Propaganda and persuasion 5. Computer-mediated-communication 6. The effects of media violence and pornography 7. The biological and neuropsychological basis of social understanding 8. Understanding prejudice from a discursive perspective 9. Religion and prosocial behaviour 10. Deception and self-deception 11. Social values 12. Review, evaluation and integration of key themes, issues & methods. Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 12 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor. Students will have online access to tutor support. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. 63

114 LTAS 7/5.3 Assessment Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); Students will submit one essay as part of the summative assessment for this course but they will receive written feedback on this work. Summative Exam (50%) (2 hours) (unseen essay based, 2 questions from a choice of 5) Coursework (50%) (Written Report) (2500 words maximum) Recommended preparatory reading Hogg MA and Vaughan GM. Social Psychology, 5 th edition (or later), Harlow, London: Pearson. Hewstone, M, Stroebe, W, Stephenson, G, and associates. Introduction to Social Psychology, 4th (or later) edition. Oxford: Blackwell. Key texts Semin, G.R. & Fiedler, K. (Eds.) (1996). Applied Social Psychology. London: Sage. ISBN (pbk.): Further reading Journals in the area including British Journal of Social Psychology, Journal of Personality and Applied Social Psychology, European Journal of Social psychology 64

115 LTAS 7/5.3 Course Title: Psychology and Law Level 6 Credits: 15 Awards 1. BSc Hons Psychology: Option 2. This course may be taken as an elective by students on other programmes. 3. This course may be taken as a stand alone course. PREREQUISITES: None However, prior to enrolling on this course, students may find it useful to either: OR - Introduction to Cognitive Psychology (Level 4) or Cognitive Psychology (Level 5), and Introduction to Research Methods (Level 4) - undertake the recommended preparatory reading listed below. Lead College Goldsmiths Validated: Yes Summer 2011 (validated course amendment) Course Co-ordinator Professor Tim Valentine Academic team Professor Tim Valentine AIMS The aim of this course is to provide the opportunity for advanced study of psychological science applied to the investigation of crime and the process of criminal law. Research will be primarily, but not exclusively, drawn from applied cognitive psychology. It will be of interest to students considering postgraduate study in forensic psychology. LEARNING OUTCOMES On successful completion of this course students will be able to: 65

116 LTAS 7/ demonstrate awareness of current psychological science relevant to the investigation of criminal cases and the process of the courts. 2. critically evaluate research in psychology and law. 3. evaluate evidence pertaining to relevant psychological issues in selected case studies. 4. describe the psychological factors that affect the reliability of eyewitness testimony and identification. Course content The course will cover current issues in psychology and law selected from: interviewing suspects false confessions detection of deception interviewing witnesses eyewitness identification false memories interviewing children offender profiling CCTV decision making in forensic contexts Indicative course outline 1. Judicial processes 2. Decision making and forensic science 3. Eyewitness memory 4. Interviewing witnesses 5. Interviewing suspects 6. Detecting lies and deceit 7. Indentifying suspects 8. Eyewitness identification evidence 9. Vulnerabilities of eyewitness memory 10. Evidence in court 11. Offender profiling & crime linkage 12. Integration of key themes. Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 12 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor. Students will have online access to tutor support. 66

117 LTAS 7/5.3 Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. Assessment Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); Students will submit one piece of coursework as part of the summative assessment for this course and they will receive written feedback on this work. Summative Coursework: 30% Students will be required to write a short written response, less than 300 words, to a letter or short opinion article provided, on a topical issue related to psychology and law. The issue will not necessarily be covered in the lectures but students will receive tutorial support to guide them in completing this assignment. The course cannot be passed if the coursework is not submitted. Examination (2 hour written exam): 70%. Recommended preparatory reading: Holt et al. (2012). Psychology: The science of mind and behaviour, 2 nd Ed. Maidenhead, UK: McGraw-Hill. Chapters 5, 6, 7, & 8. Smith, E.E., Kosslyn, S.M. (2007). Cognitive Psychology: Mind and Brain. New Jersey, US: Pearson (Prentice Hall). Key texts Davies, G., Hollin, C. & Bull, R. (2008). Forensic Psychology. Chichester: Wiley. Memon, A., Vrij, A. & Bull, R. (2003). Psychology and law: truthfulness, accuracy and credibility. 2nd edition. Wiley. Howitt, D. (2006). Forensic and Criminal Psychology. (2nd edition). Pearson Meissner, C. A. & Kassin, S. M. (2004). You re guilty, so just confess! Cognitive and Behavioural confirmation biases in the interrogation room. In: Lassiter, G. D. Interrogations, confessions and entrapment. New York: Kluwer Academic. (pp ). Further reading Bull, R., Valentine, T. & Williamson, T. (2009). Handbook of Psychology of Investigative Interviewing. Chichester: Wiley-Blackwell. Dwyer, J., Neufield, P. & Scheck, B. (2000). Actual Innocence. Five days to execution and other dispatches from the wrongly convicted. New York: Doubleday. Gudjonsson, G. (2003). The psychology of interrogations, confessions and testimony. 2nd edition. Chichester: Wiley. Jackson, J. & Bekarian, D. (eds.) (1997). Offender profiling: Theory, research and practice. Chichester: Wiley. Vrij, A. (2008). Detecting lies and deceit: Pitfalls and opportunities. Chichester: Wiley. 67

118 LTAS 7/5.3 Course Title: Cognitive Neuroscience Level 6 Credits: 15 Awards 1. BSc Hons Psychology: Option 2. This course may be taken as an elective by students on other programmes. 3. This course may be taken as a stand alone course. PREREQUISITES None However, prior to enrolling on this course, students may find it useful to either: OR - take Introduction to Cognitive Psychology (Level 4) or Cognitive Psychology (Level 5); and Introduction to the Biology of Behaviour (Level 4) or Biological Basis of Behaviour (Level 5); and Introduction to Research Methods (Level 4) - undertake the recommended preparatory reading listed below. Lead College Goldsmiths Validated To be validated Course Co-ordinator Dr Andy Bremner Academic team TBC AIMS The aim of this course is to provide students the opportunity to consolidate and extend their understanding of cognitive and biological approaches within psychology, and to familiarise themselves with current issues, debates and methods within the field of cognitive psychology. LEARNING OUTCOMES On successful completion of this course students will be able to demonstrate understanding of and to write reflective essays on: 1. the methods used by cognitive neuroscientists 2. the biological basis of consciousness and other states of mind 3. the neural basis of movement, perception, and executive function 68

119 LTAS 7/ the social basis of brain functions 5. strengths and weaknesses of the current literature in cognitive neuroscience, and important areas for future research. Course content The course will cover current issues in cognitive neuroscience selected from: Cognitive neuroscience methods Brain anatomy and function Neural basis of cognitive functions Neural basis of personality Neural basis of social cognition. Indicative course outline 1. Getting to know the brain 2. The questions 3. Methods 1 4. Methods 2 5. States of mind 6. The senses 7. Brain plasticity 8. Cognitive control in the brain 9. The body in the brain 10. Social Neuroscience 11. Personality and the brain 12. The future of cognitive neuroscience. Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 12 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor. Students will have online access to tutor support. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. Assessment Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); 69

120 LTAS 7/5.3 Students will submit a research proposal as part of the summative assessment for this course and they will receive written feedback on this work. Summative Coursework (up to 2,500 words): 30% Students will be required to write a research proposal in which they will investigate a cognitive function of their choice, utilising two different methods from cognitive neuroscience (discussed in this course). Examination (2-hour written examination): 70% Recommended preparatory reading Holt et al. (2012). Psychology: The science of mind and behaviour, 2 nd Ed. Maidenhead, UK: McGraw-Hill. Chapters 3-8. Carlson, N. R. (2008). Foundations of Physiological Psychology (7 th edition). London: Allyn & Bacon. Pinel, J. P (2009). Biopsychology (7th edition). Boston: Allyn & Bacon. (selected chapters) Carlson, N. R (2010). Physiology of Behaviour. (10th edition). Boston: Allyn & Bacon. Gazzanige, M.S., Ivry, R.B., & Mangun, G.R. (Eds.) Cognitive Neuroscience: The Biology of the Mind (Hardcover). Smith, E.E., Kosslyn, S.M. (2007). Cognitive Psychology: Mind and Brain. New Jersey, US: Pearson (Prentice Hall). Key texts A full reading list will be provided for each topic, along with a list of key articles for the course. 70

121 LTAS 7/5.3 Course Title: Advanced Developmental Psychology Level 6 Credits: 15 Awards 1. BSc Hons Psychology: Option 2. This course may be taken as an elective by students on other programmes. 3. This course may be taken as a stand alone course. PREREQUISITES None However, prior to enrolling on this course, students may find it useful to either: - take Introduction to Research Methods (Level 4) and Developmental Psychology (Level 5) OR - undertake the recommended preparatory reading listed below. Lead College Royal Holloway Validated: Yes Date to be confirmed Course Co-ordinator: Dr Jeanne Shinskey Academic team: Professor Patrick Leman Dr Dawn Watling Dr Jeanne Shinskey AIMS The aim of this course is to provide students the opportunity to study current topics in cognitive and social development in depth, building on the basic foundations at Levels 4 and 5 in general developmental psychology. LEARNING OUTCOMES By the end of the course, students will have developed a detailed and comprehensive understanding of a range of special topics in developmental psychology. Students will acquire skills involving critical thinking regarding controversial theoretical debates. They will be able to critically evaluate conceptual frameworks and primary methods of investigating cognitive and social development. Students will also 71

122 LTAS 7/5.3 demonstrate evidence of wider independent reading in advanced topics in developmental psychology, along with the ability to integrate information from different sources across the course. Course content Topics covered will focus on cognitive and social development. Specifically, topics will include object representation, language acquisition in infancy, autobiographical memory, drawing, cognitive aspects of play, understanding intentions and causality, development of emotional understanding, and social interaction in cognitive development. Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 12 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor. Students will have online access to tutor support. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. Assessment Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); Students will submit a research proposal as part of the summative assessment for this course and they will receive written feedback on this work. Summative: Coursework (up to 2,500 words or equivalent): 30% One exam (up to 2 hour or the equivalent): 70% Recommended preparatory reading: Leman, P. J., Bremner, A., Parke, R. D., & Gauvain, M. (2012). Developmental Psychology (International Edition). London: McGraw-Hill. Key texts Leman, P. J., Bremner, A., Parke, R. D., & Gauvain, M. (2012). Developmental Psychology (International Edition). London: McGraw-Hill. Further reading Journal articles and chapters will be specified for individual units. These will be drawn from a variety of sources including key journals in the area such as Child Development, Developmental Psychology, Developmental Science, International Journal of Behavioral Development 72

123 LTAS 7/5.3 Course Title: Addictive Behaviours Level 6 Credits: 15 Awards 1. BSc Hons Psychology: Option 2. This course may be taken as an elective by students on other programmes. 3. This course may be taken as a stand alone course. PREREQUISITES: None However, prior to enrolling on this course, students may find it useful to either: - Introduction to Abnormal Psychology (Level 4) and Introduction to Research Methods (Level 4) OR - undertake the recommended preparatory reading listed below. Lead College: Goldsmiths Validated: Yes Summer 2007 (validated course amendment) Course Co-ordinator Dr Andrew Cooper Academic team Dr Andrew Cooper AIMS The aim of this course is to introduce psychological and neurobiological theories of addiction, considering and evaluating the extent to which behaviours commonly described as addictive including not only dependence on drugs and alcohol, but also excessive engagement in behaviours such as gambling are motivated by similar outcomes and reflect the involvement of similar processes. LEARNING OUTCOMES On successful completion of this course students will be able to: 1. describe and critically evaluate the key psychological and neurobiological models of addiction 2. critically evaluate empirical research in the area of addiction 73

124 LTAS 7/ describe the similarities and differences involved in substance and behavioural addictions 4. apply knowledge of models of addiction to normal and legal behaviours that have an addictive potential (e.g. shopping, internet use) Course content Individual differences in risk for addiction The interaction between individual differences and features of social environments Predicting addiction development and relapse The efficacy of different treatment approaches. Indicative course outline: 1. Introductory overview 2. Introduction to addictive behaviour 3. Neurobiology of addiction: Part I 4. Neurobiology of addiction: Part II 5. Classical conditioning and addiction 6. Social learning theory and addiction 7. Individual differences in addictive behaviour: Genes and personality traits Part I 8. Individual differences in addictive behaviour: Genes and personality traits Part II 9. Addictive behaviour and psychopathology 10. Social environments and stress 11. Issues in the treatment of addictive behaviour 12. Review, evaluation and integration of key themes, issues & methods. Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 12 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; o guidance for further study. The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor. Students will have online access to tutor support. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. Assessment Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); Students will submit a research proposal as part of the summative assessment for this course and they will receive written feedback on this work. 74

125 LTAS 7/5.3 Summative: Coursework (up to 2,500 words or equivalent): 30% One exam (2 hour or the equivalent): 70% Recommended preparatory reading: Holt et al. (2012). Psychology: The science of mind and behaviour, 2 nd Ed. Maidenhead, UK: McGraw-Hill. Chapters 11 and 17. Butcher, J. N., Mineka, S., & Hooley (2008). Abnormal Psychology. London: Pearson, or equivalent later editions. Carlson, N. R. (2008). Foundations of Physiological Psychology (7 th edition). London: Allyn & Bacon. Pinel, J. P (2009). Biopsychology (7th edition). Boston: Allyn & Bacon. (selected chapters) Carlson, N. R (2010). Physiology of Behaviour. (10th edition). Boston: Allyn & Bacon. Gazzaniga, M.S., Ivry, R.B., & Mangun, G.R. (Eds.) Cognitive Neuroscience: The Biology of the Mind (Hardcover). Smith, E.E., Kosslyn, S.M. (2007). Cognitive Psychology: Mind and Brain. New Jersey, US: Pearson (Prentice Hall). Key texts West, R. (2006). Theory of addiction. Blackwell Publishing. Koob, G,, & Le Moal, M. (2005). Neurobiology of addiction. Academic Press. Robbins, T., Everitt, B., & Dutt, D. (2010). The neurobiology of addiction: New vistas. Oxford University Press. Further reading A full reading list will be provided for each topic, along with a list of key articles for the course. 75

126 LTAS 7/5.3 Course Title: Anomalistic Psychology: an Exploration of Pseudoscience Level 6 Credits: 15 Awards: 1. BSc Hons Psychology: Option 2. This course may be taken as an elective by students on other programmes. 3. This course may be taken as a stand alone course. PREREQUISITES: None However, prior to enrolling on this course, students may find it useful to either: - take Introduction to Cognitive Psychology (Level 4) or Cognitive Psychology (Level 5) and Introduction to Research Methods (Level 4) OR - undertake the recommended preparatory reading listed below. Lead College: Goldsmiths Validated: Yes Summer 2011 (validated course amendment) Course Co-ordinator: Professor Chris French Academic team: Prof. Chris French Robert Brotherton AIMS This course provides detailed discussion of the distinction between science and pseudoscience. It also examines the relationship between psychology and ostensibly parapsychological phenomena. The course provides detailed critical evaluation of many controversial claims which, if valid, would have profound implications for mainstream psychology. It also evaluates a number of nonparanormal accounts of ostensibly paranormal experiences. 76

127 LTAS 7/5.3 LEARNING OUTCOMES On successful completion of this course students will be able to: 1. evaluate a discipline in terms of whether it has relatively more characteristics of a true science or a pseudoscience. 2. critically evaluate the strongest evidence available in support of paranormal and related claims. 3. describe the psychological processes that often underlie acceptance of very weak evidence presented in support of paranormal and related claims. 4. consider the relative merits of paranormal and non-paranormal accounts of ostensibly paranormal events. 5. present an analysis of a controversial topic within anomalistic psychology in the form of a piece written for the intelligent lay reader. Course content Science vs. pseudoscience; History of parapsychology; Techniques of pseudopsychics; Evaluation of various paranormal claims; Possible psychological factors underlying paranormal beliefs and ostensibly paranormal experiences. Indicative course outline: 1. A Brief History of Parapsychology 2. Current Status of Parapsychology 3. Psychic Healing 4. Hypnosis 5. Memory for Anomalous Experiences 6. The Psychology of Alien Abduction 7. The Psychology of Ghosts and Hauntings 8. Out-of-body and Near-death Experiences 9. The Psychology of Superstition 10. Reincarnation Claims 11. Cognitive Factors Underlying Paranormal Beliefs 12. The Psychology of Belief in Conspiracies Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 12 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor: one will be based on a discussion of the skills 77

128 LTAS 7/5.3 required to write a popular science article upon a controversial topic within anomalistic psychology. Students will have online access to tutor support. Where appropriate, questions will be anonymised and answers posted for the benefit of other students. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. Assessment Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); Students will submit an essay in the style of a popular science article as part of the summative assessment for this course and will receive written feedback on this work. Summative: Coursework ( words): 30% An essay in the form of a popular science article on a controversial topic within anomalistic psychology: Exam (2 hours): 70% Recommended preparatory reading: Holt et al. (2012). Psychology: The science of mind and behaviour, 2 nd Ed. Maidenhead, UK: McGraw-Hill. Chapters 5-8. Brysbaert, M. & Rastle, K. (2009). Historical and Conceptual Issues in Psychology. Prentice Hall/Pearson, Harlow, UK. Key texts: Cardena, E., Lynn, S. J., & Krippner, S. (eds.) (2000). Varieties of Anomalous Experience: Examining the Scientific Evidence. Washington, DC: APA Della Sala, S. (ed.) (2007). Tall Tales About the Mind & Brain: Separating Fact from Fiction. New York: Oxford University Press. Hines, T. (2003). Pseudoscience and the Paranormal. 2nd ed. Amherst, NY: Prometheus. Irwin, H. J., & Watt, C. (2007). An Introduction to Parapsychology. 5th ed. Jefferson, NC: McFarland & Co. Marks, D. (2000). The Psychology of the Psychic. 2nd ed. Amherst, NY: Prometheus. Radin, D. (2006). Entangled Minds: Extrasensory Experiences in a Quantum Reality. New York: Simon & Shuster. Roberts, R., & Groome, D. (eds.). (2001). Parapsychology: The Science of Unusual Experience. London: Arnold. Smith, J. C. (2010). Pseudoscience and Extraordinary Claims of the Paranormal: A Critical Thinker s Toolkit. Chichester: Wiley Blackwell. Further reading A full reading list will be provided for each topic, along with a list of key articles for the course. 78

129 LTAS 7/5.3 Course Title: Biological and Cognitive Approaches Level 6 Credits: 30 Awards 1. Graduate Diploma (Psychology): Core 2. This course may be taken as an elective by students on other programmes. 3. This course may be taken as a stand alone course. PREREQUISITES None However, prior to enrolling on this course, students are recommended to either: - take General Foundations of Psychology (Level 4) and Introduction to Research Methods (Level 4) OR - undertake the recommended preparatory reading listed below. Lead College Goldsmiths Validated: To be validated Course Co-ordinator: Dr Andrew Bremner Academic team: Dr Debbie Custance Prof Gianna Cocchini Dr James MacDonald Dr Andrew Bremner Dr Jan de Fockert Dr Karina Linnell Dr James Moore Prof Tim Valentine Dr José van Velzen Dr Debbie Custance Dr Dorothy Cowie 79

130 LTAS 7/5.3 AIMS The aim of this course is make the core curriculum in biological and cognitive psychology accessible to Level 6 students who have little previous study in psychology. To this end the course aims to: 1. introduce biopsychology as an evolving science, setting each major topic in its historical context so students can appreciate the rapid advances in methodology, technology and knowledge that have been achieved since the inception of biopsychological enquiry; 2. ensure students gain: a. a broad knowledge of brain anatomy; b. the ability to think critically about the claims of biopsychology; c. awareness of the clinical implications of studying the interplay between brain dysfunction and biopsychology; d. appreciation of insights gained from studying the environmental pressures that led to the evolution of brains and behaviour; e. understanding of technological advances (such as functional brain imaging) that have fuelled advances in the relatively new field of cognitive neuroscience; 3. develop an understanding of the interrelation between biological mechanisms and behaviour in animals and humans by examining and evaluating selected topics in depth; 4. provide a conceptual overview of cognitive psychology its history and current development; 5. illustrate and ensure understanding of the methods by which cognition is studied; 6. comprehensively outline the ways in which mental processes operate, and the theories used to account for those processes; 7. provide a detailed analysis of many of the major topics in cognitive psychology. LEARNING OUTCOMES On successful completion of this course students will be able to demonstrate critical understanding of and to write reflective and critical essays on: 1. Psychophysiological measures of sleep, the neural mechanisms controlling sleep waking, theories of sleep and dream function; 2. Theories of body weight regulation and eating behaviour; 3. Sensory and motor systems in the brain; 4. Evolutionary accounts of brain function; 5. The genetics of behaviour and brain function; 6. The role of sex-steroid hormones in sexual differentiation and sexual motivation; 7. Evolutionary and comparative approaches to psychology, especially with regard to mate choice; 8. The brain and emotions; 9. Theories of mental processing; 10. How performance on everyday tasks can be understood in terms of mental processes; 11. Current approaches to the study of cognition; 12. The neural basis of cognitive processes. Course content Neuroanatomy and neurophysiology The relationships between brain and behaviour, and modes of investigating them Chemical communication in the brain and in the body The biological bases of psychological disorders The nature of evolutionary influences on behaviour with particular emphasis given to genes chromosomes and the inheritance of behaviour Biological rhythms with an emphasis on sleep Eating and bodyweight regulation The role of sex-steroid hormones in somatic and neural organisation and in sexual motivation: evolutionary and comparative approaches to mate choice 80

131 LTAS 7/5.3 The brain and emotions Visual perception Models of attention and short-term memory Encoding and retrieval of information from long-term memory Learning theory Connectionist modelling of learning and memory Language processing Everyday memory and face recognition The representation of concepts Attention Motor processing Multisensory perception Object recognition Measurement of risk Consciousness. Indicative course outline: 1. Course overview and introduction 2. The brain and nervous system 3. Neuropsychology and neuroimaging 4. Sensory and motor systems 5. Biological basis of emotions 6. Motivation: Eating and weight regulation 7. Sleep 8. Evolutionary and comparative psychology 9. Evolution and development of the brain and nervous system 10. Sexual selection and mate choice 11. Genetics and behavioural genetics 12. Introduction and historical overview of cognitive psychology 13. Perception 14. Multisensory perception 15. Attention 16. Learning 17. Long term memory 18. Working memory 19. Decision making 20. Volition and consciousness 21. Cognitive neuroscience Cognitive neuroscience Cognitive neuroscience Cognitive neuroscience 4 Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 24 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. 81

132 LTAS 7/5.3 o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor. Students will have online access to tutor support. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. Assessment: Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); Written feedback on tutor marked coursework; Practice essay written under timed conditions (not tutor marked). Summative Coursework: two essays (2,500 words or equivalent): 30% One exam (3 hours): 70% Recommended preparatory reading: Holt et al. (2012). Psychology: The science of mind and behaviour, 2 nd Ed. Maidenhead, UK: McGraw-Hill. Key texts: Baddeley, A.D. (1997). Human Memory: Theory and Practice. (2 nd edition). Hove: Psychology Press. Carlson, N. R. (2008). Foundations of Physiological Psychology (7 th edition). London: Allyn & Bacon. Carlson, N. R (2010). Physiology of Behaviour. (10th edition). Boston: Allyn & Bacon. Cartwright (2008). Evolution and Human Behaviour (2nd edition). London: MacMillan. Diamond, M. C. & Scheibel, A. B. (1985). The Human Brain Coloring Book. New York: Harper Collins. Eysenck, M. W., & Keane, M. T. (2010). Cognitive Psychology: A Student's Handbook. (6th Edition). London: Erlbaum. Gazzaniga, M.S., Ivry, R.B., & Mangun, G.R. (Eds.) Cognitive Neuroscience: The Biology of the Mind (Hardcover). Passer et al. (2009). Psychology: The Science of Mind and Behaviour. London: McGraw-Hill. Pinel, J. P (2009). Biopsychology (7th edition). Boston: Allyn & Bacon. (selected chapters) Smith, E.E., & Kosslyn, S.M. (2007). Cognitive Psychology: Mind and Brain. Upper Saddle River, NJ: Pearson Education. McLeod, P., Plunkett, K., & Rolls, E.T. (1998). Introduction to connectionist modelling of cognitive processes. Oxford: Oxford University Press. Palmer, S.E. (2002). Vision Science: Photons to phenomenology, 3rd Edition. London: MIT press. Stevenage, S. V. (1997). Face facts: theories and findings. The Psychologist, 10(4), Styles, E. (1997). The Psychology of Attention. Hove: Psychology Press. Zihlman, A. L. (2000). The Human Evolution Coloring Book (2 nd Edition). New York: Harper Collins. Further reading Barrett, L., Dunbar, R. & Lycett, J. (2002). Human Evolutionary Psychology. London: Palgrave. Campbell, R. (Ed.) (1992). Mental Lives: Case Studies in Cognition. Oxford: Blackwell. Cartwright, J. (2000). Evolution and Human Behaviour. MacMillan. Cohen, G. & Conway, M. (2008) (eds) Memory in the real world. (3 rd ed. Hove: Psychology Press. Ellis, A. W., & Young, A. W. (1997). Human Cognitive Neuropsychology. London: Erlbaum. Gardner, H. (1985). The Mind's New Science: A History of the Cognitive Revolution. New York: Basic Books. Roth, I. & Bruce, V. (1995). Perception and representation. (2 nd edition). Royal Society (1997). Science, policy and risk. OUP. 82

133 LTAS 7/5.3 Course Title: Individual and Social Approaches Level 6 Credits: 30 Awards 1. Graduate Diploma (Psychology): Core 2. This course may be taken as an elective by students on other programmes. 3. This course may be taken as a stand alone course. PREREQUISITES None However, prior to enrolling on this course, students are recommended to either: - take General Foundations of Psychology (Level 4) and either Introduction to Research Methods (Level 4) OR - undertake the recommended preparatory reading listed below. Lead College Royal Holloway Validated: To be validated Course Co-ordinator Professor Patrick Leman Academic team: Dr Dawn Watling Dr Jeanne Shinskey Dr Yulia Kovas Dr Marco Cinnirella, Dr Steven Stagg Prof Robin Walker AIMS The aim of this course is to make a core curriculum in developmental psychology, individual differences and social psychology accessible to Level 6 students who have little previous study in psychology. To this end the course aims to: 1. introduce students to a wide range of different topics in developmental psychology across the lifespan; 83

134 LTAS 7/ provide a detailed account of some of the main theoretical and empirical issues emerging from recent research in developmental psychology with particular emphasis on research design, methods of data collection and alternative theoretical explanations of development from infancy to adolescence; 3. provide an understanding of issues relating to individual differences, the area of psychology concerned with the study of how and why people differ, and the implications of these differences; 4. introduce key social-psychological theories, which students will be encouraged to compare and evaluate; 5. help students to understand how some social psychological theories have been applied to real life situations. LEARNING OUTCOMES On successful completion of this course students will demonstrate critical understanding of: 1. major issues of current theoretical controversy within developmental psychology; 2. the way in which these issues have influenced research on a wide range of topics, from before birth to old age; 3. key empirical methods and procedures within developmental psychology; 5. the range of methodological approaches employed to assess a range of individual differences; 6. the theoretical bases of a range of individual differences, and the research literature in this area; 7. the application of theory, research and methods in the field of individual differences; 8. the way in which research and theory in social psychology has contributed to the understanding of human behaviour. Course content Prenatal development Cognitive and social development in infancy Piaget and Vygotsky's theory Friendships in the school years Families in childhood and adolescence Moral development Life-span development Perceptual and motor development Language development Number representation Cognitive development Social cognition Concepts in psychopathology and personality theory Causal basis of normal and abnormal anxiety The Big Five personality traits Individual differences in cognitive ability and IQ Emotional intelligence Creativity; leadership Genetic and environmental causes of personality and intelligence The social psychology of relationships The self-concept Prejudice and group conflict Attribution theory Group decision-making Non-verbal behaviour 84

135 LTAS 7/5.3 Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 24 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor. Students will have online access to tutor support. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. Assessment Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); Written feedback on tutor marked coursework; Practice essay written under timed conditions (not tutor marked). Summative Coursework: two essays (2,500 words or equivalent): 30% One exam (3 hours): 70% Recommended preparatory reading Holt et al. (2012). Psychology: The science of mind and behaviour, 2 nd Ed. Maidenhead, UK: McGraw-Hill. Key texts Chamorro-Premuzic, T. (2011). Personality and individual differences (2nd edition). Oxford: Wiley-Blackwell. Slater, A., & Bremner, G. (2011). An Introduction to Developmental Psychology, 2nd Ed. Chichester: Wiley-Blackwell. Hogg MA and Vaughan GM. (2008). Social Psychology, 5 th edition (or later). Harlow, London: Pearson. 85

136 LTAS 7/5.3 LEVEL 3 COURSES: For Information only 86

137 LTAS 7/5.3 Course Title: Introduction to Psychology Level 3 Credits: 15 PREREQUISITES: None Lead College: TBC Validated To be validated Course Co-ordinator: Dr Roz Dixon Academic team: TBC AIMS This course aims to: 1. introduce students to the discipline of psychology, focusing on five key approaches. 2. introduce students to key skills necessary for successful undergraduate study in psychology. 3. prepare students to make an informed choice about future study. LEARNING OUTCOMES On successful completion of this course students will be able to: 1. Identify key assumptions within five approaches in psychology; 2. Demonstrate awareness the differences between these five approaches; 3. Demonstrate an awareness of the development of ideas within the field; 4. Demonstrate an awareness a range of strategies to support their learning and an understanding of how to implement these; 5. Successfully plan and complete assignments on this course. Course content Making use of the VLE and other resources available via the International Programmes and the web; Accessing and using secondary sources; Effective reading; Effective note-taking; IT skills required for study in psychology; Academic essay writing; 87

138 LTAS 7/5.3 The individual differences approach: intelligence; The developmental approach: cognitive development in adulthood; The cognitive approach: expertise; The biological approach: the biological basis of learning; The social approach: making social judgements; Effective Revision Techniques; Writing under timed conditions. Indicative course outline 1. Approaches: Overview of approaches Study skills: Making use of the VLE; Accessing and using secondary sources; 2. Approach: The individual differences Part 1 Example: Intelligence and learning Study skills: Effective reading; Academic essay writing: the marking criteria; key components. 3. Approach: The individual differences Part 2 Example: Motivation and learning Study skills: Effective note-taking; Academic essay writing: structure. 4. Approach: The developmental approach Part 1 Example: What the point of a university education? Cognitive development in adulthood. Study skills: Academic essay writing: evaluation and critical thinking. 5. Approach: The developmental approach Part 2 Example: Moral development in childhood Study skills: Academic essay writing: constructing an argument 6. Approach: The cognitive approach Part 1 Example: Expertise: what is it and how do you get it? Study skills: Academic essay writing: referencing and plagiarism 7. Approach: The cognitive approach Part 2 Example: Memory and learning IT skills for study in psychology; 8. Approach: The biological approach Part 1 Example: The biological basis of learning Evaluating material on the web 9. Approach: The biological approach Part 2 Example: Stress and learning Study skills: Answering questions under timed conditions. 10. Approach: The social approach Part 1 Example: Social judgement Study skills: Academic essay writing: effective revision techniques. 88

139 LTAS 7/ Approach: The social approach Part 2 Example: Social cognition 12. Approach: Reviewing and comparing approaches Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 12 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. o In each unit the topic under consideration will be employed as the vehicle for developing study skills for psychology. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor. Students will have online access to tutor support. Where appropriate, questions will be anonymised and answers posted for the benefit of other students. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. Assessment Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); Students will receive written feedback on two essays submitted during the course (both essays contribute to the summative assessment). Summative Two short essays (1,000 words each) or the equivalent: 30%; One 1.5 hour written exam: 70% o Section one: multiple choice questions o Section two: one written answer chosen from a selection of three questions. Recommended preparatory reading None Key texts Gross, R. (2010) Psychology: The Science of Mind and Behaviour (6thEd. Rev), Hodder Arnold. Cottrell, S. (2008) The Study Skills Handbook (3rd ed.), Palgrave Macmillan Further reading Students will be directed to specific reading for each unit within the course. 89

140 LTAS 7/5.3 Course Title: Critical Thinking and Academic English for Psychology Level 3 Credits: 15 PREREQUISITES: None Students are however recommended to take Introduction to Psychology (Level 3) prior to enrolling on this course. Lead College: TBC Validated To be validated Course Co-ordinator: Dr Roz Dixon Academic team: TBC AIMS This course aims to: 1. introduce students to some of the key methods within the discipline of psychology, focusing on the methods employed within five key approaches; 2. consolidate and extend understanding of and ability in critical thinking; 3. consolidate and extend the skills required to read texts in psychology and to write in a style appropriate for psychology. LEARNING OUTCOMES On successful completion of this course students will be able to: 1. Reflect upon their learning and suggest plans to support their learning; 2. Demonstrate awareness of the need to think critically about theories and methods within psychology; 3. Demonstrate an awareness of a range of research methodologies within psychology and an awareness of some of the strengths and weaknesses of these; 4. Demonstrate an awareness a range of strategies to support their development of a style of writing appropriate to academic psychology; 5. Successfully plan and complete assignments on this course; Course content Psychology as a science Research methods in psychology Evaluation and critical thinking 90

141 LTAS 7/5.3 The learning process as it applies to students studies in psychology Using a virtual learning environment for study Building a vocabulary and writing style for academic psychology Indicative course outline 1. Psychology as a science. Using a virtual learning environment for study; Using a library and electronic sources effectively. 2. Measuring intelligence? Identifying and evaluating past learning experiences; Study skills audit 3. Researching motivation in the classroom? Identifying, developing and recording transferable skills; IT Skills audit; Developing language skills for academic writing. 4. Researching change in adulthood? Independent learning: planning, time management and review? Dealing with jargon and vocabulary extension. 5. Researching development in childhood? Forming study support networks Accessing resources for grammar development. 6. Researching expert thinking? Critical analysis. 7. Researching memory in adulthood? Developing an academic style of writing. 8. Researching the biological basis of behaviour? 9. Researching stress? 10. Researching social judgement? 11. Researching social cognition? 12. Comparison of research methods. Learning as a reflective processes? Teaching and Learning Methods The course will have a study guide that is available via the VLE and also in printed form. Course materials will be organised into approximately 12 units: o Each unit will usually include: a brief text; one or more audio or video recordings of lecture material; required reading; links to additional online resources to support subject specific understanding and the development of study skills and IT skills; independent activities to support learning; support to complete formative and summative assessments; guidance for further study. 91

142 LTAS 7/5.3 o The introductory overview will introduce the course and outline the schedule of study; the final unit will review and integrate key themes, issues and topics on the course. o In each unit the topic under consideration will be employed as the vehicle for developing critical thinking, skills in academic English for psychology and to help the students develop as reflective learners. Over the period of course students will be encouraged to take part in approximately two online group activities moderated by a tutor. Students will have online access to tutor support. Where appropriate, questions will be anonymised and answers posted for the benefit of other students. Students will be actively encouraged and supported to engage with other students in order to support, engagement, learning and completion of the course. Assessment Formative Learning journal questions (not tutor marked); Multiple choice questions to help students monitor their understanding (self-marked); Students will receive written feedback on two essays submitted during the course (both essays contribute to the summative. Summative Two short essays (1,000 words each or the equivalent): 30%; One 1.5 hour written exam: 70% o Section one: multiple choice questions o Section two: one written answer chosen from a selection of three questions. Recommended preparatory reading None Key texts Gross, R. (2010) Psychology: The Science of Mind and Behaviour (6thEd. Rev), Hodder Arnold. Cottrell, S. (2008) The Study Skills Handbook (3rd ed.), Palgrave Macmillan Coolican, H. et al (2009) Research Methods and Statistics (5th ed.), Hodder Arnold Gross, R. (2009) Themes, Issues and Debates in Psychology, (3rd ed.), Hodder Arnold Jones, D. (2001) History and Theories of Psychology: A Critical Perspective, Hodder Arnold Keith, K.D. (2010) Cross-Cultural Psychology: Contemporary Themes and Perspectives, Wiley- Blackwell Malim, T. and Birch, A. (2000) Perspectives in Psychology, Macmillan Richards, G. (2002) Putting Psychology in its Place: A critical historical overview, Routledge. 92

143 LTAS 7/5.3 Course Title: Introduction to Psychology Level 3 Credits: 15 In development 93

144 University of London International Programmes Programme Specification and Regulations BSc Psychology, Graduate Diploma in Psychology, Diploma of Higher Education in Psychology and Certificate of Higher Education in Psychology and for the provision of Individual Courses in Psychology Contents page LTAS 7/5.4 University of London International Programmes Programme Specification and Regulations... 1 BSc Psychology, Graduate Diploma in Psychology, Diploma of Higher Education in Psychology and Certificate of Higher Education in Psychology and for the provision of Individual Courses in Psychology... 1 Important information regarding the Programme Specification and Regulations... 2 Programme Specification Title and name of awards... 4 Programme structures... 5 Entrance requirements... 9 Educational aims and learning outcomes of the programmes Teaching, learning and assessment strategies 13 Quality evaluation and enhancement After Graduation About this document Detailed Regulations Structures of the programmes Credit transfer and accreditation of prior learning Registration Assessment for the programme Number of attempts permitted at an examination Assessment offences and penalties Progression within the programme Schemes of award Receiving the final Diploma and Diploma Supplement Fees and refunds Transfer of registration Students with specific access requirements Complaints, suspension and termination of registration Summary of provision for individual courses Brief summary of provision for individual courses 45 Entrance requirements Progression and credit Further Information About this document Detailed regulations for the provision of individual courses Individual courses available for study on a stand-alone basis Registration Assessment Number of attempts permitted at an examination Assessment offences and penalties Progression from individual courses Marks Receiving the Certificate of Registration and Certificate of Achievement Fees and refunds Students with specific access requirements Complaints, suspension and termination of registration Appendix A Structure Certificate of Higher Education in Psychology 62 Diploma of Higher Education in Psychology Graduate Diploma in Psychology BSc Psychology Level 6 Elective courses Glossary 1

145 LTAS 7/5.4 Important information regarding the Programme Specification and Regulations 1 This document contains all the regulations for a specific programme(s) and the associated regulations for individual courses that can be taken on a stand-alone basis as follows: The programme regulations are divided into the Programme Specification and the Detailed Regulations (which includes relevant Appendices). The Programme Specification gives the core regulatory information about the programme and is supplemented by the Detailed Regulations. Regulations concerning provision for individual courses is divided into a Summary of provision for individual courses and the Detailed regulations for the provision of individual courses (which may include relevant Appendices). The document also contains a Glossary which defines certain terms used within the document and a section with details about related documents and sources of information to which a student is likely to need to refer at different times in their studies. 2 Some regulations are general regulations, which means that they apply to all University of London International Programmes at a given level of study. These regulations are marked with (GR) next to the paragraph number. 3 Students registered for any of the programmes covered by this programme specification and detailed regulations are required to comply with procedures, deadlines and instructions issued by the University, including the University of London Regulations. The University is not responsible for any consequences arising from a student s failure to comply with the regulations, procedures, deadlines or instructions. See the section on related documents and sources of information. 4 On all matters where the regulations need to be interpreted, or are silent, the University s decision is final. 5 For the duration of a student s registration for a specific programme, core elements (set out in the Programme Specification) of that programme will remain unchanged unless appropriate consultation with students has taken place. However, the Programme Specification and Regulations are reviewed and published annually, and certain programme details are subject to change. Each year s programme specification and detailed regulations replace those of the previous year, and students must ensure that they always refer to the current version. Changes for registered students will be introduced as follows: Two years notice will be given when a course is withdrawn, when a syllabus is substantially amended, when a prerequisite for a course is introduced, and when the assessment method for a course is changed. Five years notice will be given if the University decides to withdraw the programme. All other regulations may be amended without notice. If a change to the regulations is considered to have an adverse effect on students, appropriate student consultation will take place prior to introducing the change to a current student cohort. Normally, major changes to a programme will only be introduced for a new cohort of students. Examples of changes to the regulations which can be considered to have an adverse effect for registered students are significant changes to the structure of the programme, changes to the progression rules in the programme, changes to the weighting of courses and changes to pass marks or the classification of the award. 6 Students registered for the programmes covered by this programme specification and regulations are registered with the University of London International Academy. The Colleges of the University of London and the University of London International Academy collaborate to deliver the University of London International Programmes 2

146 LTAS 7/5.4 7 All University of London International Programmes adhere to the University s agreed policies for academic programmes and awards. 8 Every effort is taken to ensure the accuracy of the material produced by the University of London International Programmes and likewise, the content contained within the pages of this document. This document contains links to third-party sites; the University of London International Programmes is not responsible for the content of these sites. Likewise, references and links to any such websites should not be taken as an endorsement by the University of opinions expressed or services provided at those sites. 3

147 Programme Specification LTAS 7/5.4 For prospectus details about the programme, please see [Prospectus URL for the programme] Title and name of awards Bachelor of Science in Psychology (BSc) Graduate Diploma in Psychology (Grad Dip Psych) Diploma of Higher Education in Psychology (DipHE Psych) Certificate of Higher Education in Psychology (CertHE Psych) See Glossary for an explanation of terms. There is also the provision for individual courses of the BSc Psychology to be studied on a stand-alone basis. Students graduating with a University of London award will be sent two documents: a final diploma parchment, and a diploma supplement. The final diploma will indicate registration with the University of London and the award of a University of London Degree or Diploma, incorporating the University of London logo and signature of the Vice-Chancellor, and indicating that Birbeck, Goldsmiths and Royal Holloway were the Lead Colleges involved. The diploma supplement will describe the nature, level and content of the programme that has been successfully completed, including a transcript of courses taken and marks achieved as well as the overall classification. It also provides further information about the role of the Lead College and method of study. Level of the programmes The FHEQ forms part of the academic infrastructure of the Quality Assurance Agency for Higher Education (QAA). The awards are placed at the following Levels of the Framework for Higher Education Qualifications (FHEQ): Bachelor of Science in Psychology (BSc) Level 6 Graduate Diploma in Psychology (Grad Dip Psych) Level 6 Diploma of Higher Education in Psychology (DipHE Psych) Level 5 Certificate of Higher Education in Psychology (CertHE Psyche) Level 4 Relevant QAA subject benchmarks group(s) See the QAA website for information. Awarding body University of London Registering body University of London International Academy Lead College See Glossary for an explanation. The following Colleges contribute to the programme: Birkbeck; Goldsmiths and Royal Holloway 4

148 Accreditation by professional or statutory body Accreditation of the BSc Psychology and the Graduate Diploma in Psychology are being sought from the British Psychological Society (BPS). Language of study and assessment English Mode of study Study is by distance and flexible learning. Programme structures Award Courses Level Compulsory / elective BSc in 21 courses Level 4 Psychology [16 core, 5 [120 elective]: 360 credits] credits 7 core courses Level 5 [120 credits] Level 6 [120 credits] See also section 4 of the Detailed Regulations. Find further details about student support in the student handbook. Order of study 6 core courses Students are required to have attempted all Level 4 courses and to have passed 90 3 core [45 credits] and 5 electives chosen from a list LTAS 7/5.4 credits before starting Level 5 courses. Similarly they are required to have attempted all Level 4 courses and passed at least 90 credits at Level 5 before starting Level 6 courses. In addition, students may only take: Research Methods [Level 5] on the successful completion of Introduction to Research Methods [Level 4]; Advanced Research Methods [Level 6] on successful completion of Research Methods [Level 5]; Independent Literature Review [Level 6] on the successful completion of Introduction to Research Methods [Level 4]; the Major Research Project Proposal [Level 6] on successful completion of: o Introduction to Research Methods [level 4]; o All Level 5 courses including Research Methods; o Advanced Research Methods [Level 6]. Students aiming to complete their studies in 3 years will also need to take all courses at each level in the suggested order as online group activities and coursework are timetabled for set times during the academic year. See full details in section 7 of the Detailed Regulations. Accreditation of prior learning (APL) will normally be given for the following course/s at Level 4 where students can adequately evidence their achievement of the learning outcomes for that course within the past 10 years. : Award BSc Psychology Accreditation of prior learning A student may apply for credit for Level 4 courses up to the value of 120 credits. 5

149 LTAS 7/5.4 Details of credits and accreditation of prior learning are to be found in section 2 of the Detailed Regulations. The maximum and minimum periods of registration, from a student s effective date of registration, are: Minimum Maximum BSc Psychology Three years Six years Study materials are despatched after registration and on payment of the applicable fee. Each course will be timetabled for a specific period each year [e.g. Autumn Term or Spring Term]. Materials will, where practicable, be made available shortly after the payment of fees if appropriate. Registration may be extended, subject to approval and payment of applicable fees. Any requests for further extension must be agreed on an individual basis. Full details are in section 3 of the Detailed Regulations. For the award of the BSc Psychology, a student must have attempted and normally have passed all 16 core courses and all elective courses. If a student fails a course (i.e. receives a mark of less than 40%) they will be allowed two further attempts to pass it. The marks for failed elements will not be capped. On courses which are not core: if a student s final mark on their third attempt of an elective course is between 35% and 39% they may be awarded a compensated fail for that course: although the course has not been passed, it will be treated as if it has for the purposes of the award. No more than 45 credits can be compensated across the whole degree with no more than 30 credits at any one level. See also section 8 of the Detailed Regulations. Award Courses Level Compulsory / elective Graduate 7 core Level 4 Diploma in courses: [60 Psychology 180 credits credits] Level 5 [30 credits] Level 6 [90 credits] Order of study 2 core Students are required to have passed both Level 4 courses before starting the Level 5 course unless they have successfully applied 1 core course 4 core courses for APL for these courses. Similarly students are required to have passed the Level 5 course before starting Level 6 courses. In addition, students may only take Major Research Project Proposal [Level 6] on successful completion of Advanced Research Methods [Level 6]. Find full details in section 1 of the Detailed Regulations. Accreditation of prior learning (APL) will normally be given for the following course/s at Level 4 where students can adequately evidence their achievement of the learning outcomes for that course within the past 10 years: Award Graduate Diploma in Psychology Accreditation of prior learning* Students may apply for credit for the two Level 4 courses [60 credits]. They will need to demonstrate that they have successfully achieved the learning outcomes for the relevant courses. Details of credits and accreditation of prior learning are to be found in section 2 of the Detailed Regulations. From a student s effective date of registration, the maximum and minimum periods of registration are: 6

150 LTAS 7/5.4 Graduate Diploma in Psychology Minimum Two years* (where students have successfully applied for APL) Maximum Five years *In the event that the Graduate Diploma in Psychology is accredited by the BPS, the courses which contribute to the Graduate Diploma and the associated examinations would be timetabled in such a way to allow students who have APL for Level 4 courses to complete the Graduate Diploma in one year. Study materials are despatched after registration and on payment of the applicable fee. Each course will be timetabled for a specific period each year [e.g. Autumn Term or Spring Term]. Materials will, where practicable, be made available shortly after the payment of fees if appropriate. Registration may be extended, subject to approval and payment of applicable fees. Any requests for further extension must be agreed on an individual basis. Find full details in section 3 of the Detailed Regulations. For the award of a Graduate Diploma in Psychology a student must have attempted and normally have passed 7 core courses. If a student fails a course (i.e. receives a mark of less than 40%) they will be allowed two further attempts to pass it. The marks for failed elements will not be capped. No courses can be compensated. See also section 8 of the Detailed Regulations. Award Courses Level Compulsory / elective 13 courses: 240 credits Diploma of Higher Education in Psychology Level 4 [120 credits] Level 5 [120 credits] Order of study 6 core courses Students are required to have attempted all Level 4 courses and to have passed 90 credits before starting a Level 5 courses. In addition, students may only take Research 7 core courses Methods on the successful completion of Introduction to Research Methods. Find full details in section 1 of the Detailed Regulations. Accreditation of prior learning (APL) will normally be given for the following course/s at Level 4 where students can adequately evidence their achievement of the learning outcomes for that course within the past 10 years. : Award Diploma of Higher Education in Psychology Accreditation of prior learning A student may apply for credit for Level 4 courses up to the value of 60 credits. Details of credits and accreditation of prior learning are to be found in section 2 of the Detailed Regulations. A student registered for the Diploma of Higher Education may apply to transfer to the related BSc degree. A student registered for the Diploma of Higher Education who has passed the required six core Level 4 courses may not transfer his or her registration to the related Certificate of Higher Education and be awarded that qualification. Full details are in section 11 of the Detailed Regulations. From a student s effective date of registration, the maximum and minimum periods of registration are: Diploma of Higher Education in Psychology Minimum Two years 7 Maximum Five years

151 LTAS 7/5.4 Study materials are despatched after registration and on payment of the applicable fee. Each course will be timetabled for a specific period each year [e.g. Autumn Term or Spring Term]. Materials will, where practicable, be made available shortly after the payment of fees if appropriate. Registration may be extended, subject to approval and payment of applicable fees. Any requests for further extension must be agreed on an individual basis. Find full details in section 3 of the Detailed Regulations. For the award of a Diploma of Higher Education in Psychology a student must have attempted and normally have passed all 13 core courses. If a student fails a course (i.e. receives a mark of less than 40%) they will be allowed two further attempts to pass it. The marks for failed elements will not be capped. No courses can be compensated. See also section 8 of the Detailed Regulations. Award Courses Level Compulsory / elective 6 courses: 120 credits Certificate of Higher Education in Psychology Order of study Level 4 6 core courses Students aiming to complete their studies in 1 year will need to take all courses when timetabled as online group activities and coursework are timetabled for set times during the academic year. Find full details in section 1 of the Detailed Regulations. Accreditation of prior learning (APL) will normally be given for the following course/s at Level 4 where students can adequately evidence their achievement of the learning outcomes for that course within the past 10 years. : Award Certificate of Higher Education in Psychology Accreditation of prior learning A student may apply for credit for Level 4 courses up to the value of 30 credits. Details of credits and accreditation of prior learning are to be found in section 2 of the Detailed Regulations. A student registered for the Certificates of Higher Education may apply to transfer to the related Diploma of Higher Education or the BSc degree upon successful completion of the core Level 4 courses or if they meet the specified entrance requirements. Full details are in section 11 of the Detailed Regulations. From a student s effective date of registration, the maximum and minimum periods of registration are: Minimum Maximum Certificate of Higher Education in Psychology One year Four years Study materials are despatched after registration and on payment of the applicable fee. Each course will be timetabled for a specific period each year [e.g. Autumn Term or Spring Term]. Materials will, where practicable, be made available shortly after the payment of fees if appropriate. Registration may be extended, subject to approval and payment of applicable fees. Any requests for further extension must be agreed on an individual basis. Find full details in section 3 of the Detailed Regulations. For the award of a Certificate of Higher Education in Psychology a student must have attempted and normally have passed all 6 core courses. If a student fails a course (i.e. receives a mark of less than 40%) 8

152 LTAS 7/5.4 they will be allowed two further attempts to pass it. The marks for failed elements will not be capped. No courses can be compensated. See also section 8 of the Detailed Regulations. Credit value of courses Where credits are assigned to each course of a programme, credit indicates the amount of learning undertaken, and a specified credit level indicates the relative depth of learning involved. The credit value indicates the amount of learning in terms of notional study hours, and the level of learning in terms of depth, complexity and intellectual demand. For the BSc, Graduate Diplomas, Diploma of Higher Education and Certificates of Higher Education [Psychology] programmes, credits are assigned to the courses as follows: For the BSc Psychology, the Diploma of Higher Education in Psychology and the Certificate of Higher Education in Psychology, credits are assigned to the courses as follows: 30 UK credits or 15 ECTS credits for a full course unit at FHEQ level 4, or 15 UK credits or 7.5 ECTS credits for a half course unit at FHEQ level 4 For the BSc Psychology, Graduate Diploma in Psychology and Diploma of Higher Education in Psychology, credits are assigned to the courses as follows: 30 UK credits or 15 ECTS credits for a full course unit at FHEQ level 5, or 15 UK credits or 7.5 ECTS credits for a half course unit at FHEQ level 5 For the BSc Psychology and the Graduate Diploma in Psychology, credits are assigned to the courses as follows: 30 UK credits or 15 ECTS credits for a full course unit at FHEQ level 6, or 15 UK credits or 7.5 ECTS credits for a half course unit at FHEQ level 6 Further information about the credit systems used by universities in the UK and Europe is available in: The Higher Education Credit Framework for England, The Framework for Higher Education Qualifications in England, The European Credit Transfer and Accumulation System, Entrance requirements An applicant must satisfy the relevant entrance requirements given in this section. In order to be considered for admission as an International Programmes student, applicants must also submit an application that is in accordance with the procedures and deadlines set out on the University of London International Programmes website. See for details on the application process and alternative qualifications that may be accepted and English Proficiency tests. Students with specific access requirements should refer to section 12 of the Detailed Regulations. An applicant must normally satisfy both the University of London s general entrance requirements and the additional programme specific entrance requirements as follows: Age An applicant must normally be at least 17 years of age at the time of registration. 9

153 Internet access All students are required to have regular internet access, allowing them to access the following resources: The student portal The University of London address Details of their student records Programme resources on the VLE (as applicable) Programme resources on the University of London International Programmes website The Programme Specification and Regulations for their programme of study The University Regulations and the University of London International Programmes Student Charter Programme specific entrance requirements The psychology programme is composed of a number of different awards designed to meet the needs of a wide range of students. In assessing applications our aim is to ensure that students join the award best suited to their needs and current ability. We would encourage all students who are interested in study at an undergraduate level to apply so we can direct them to that part of the programme that best suits their needs, interests and previous experience. All applicants for BSc Psychology and Diploma of Higher Education in Psychology will usually: have 2 GCE A levels at grade C or above, or equivalent; AND GCSE Maths at grade C or above or equivalent; AND GCSE English at grade C or above or equivalent OR LTAS 7/5.4 If English is not their first language: BSc Psychology:. must have IELTS with an overall grade of 7, with 7 in both the reading and writing tests and no individual element lower than 6.5. Diploma of Higher Education in Psychology: must have IELTS with an overall grade of at least 6 both the reading and writing tests and no individual element lower than 5.5, Equivalents and further details are here: OR Have successfully completed the Certificate of Higher Education in Psychology In order to be considered for registration for the Graduate Diploma in Psychology an applicant must have: A first degree from a UK university, or overseas equivalent; AND GCSE Maths at grade C or above or equivalent; AND GCSE English at grade C or above [or equivalent]. If English is not their first language they must have IELTS with an overall grade of 7, with 7 in both the reading and writing tests and no individual element lower than

154 LTAS 7/5.4 In order to be considered for registration for the Certificate of Higher Education in Psychology an applicant must demonstrate: the ability and readiness to study at undergraduate level. AND GCSE Maths at grade C or above or equivalent; AND GCSE English at grade C or above [or equivalent]. A range of qualifications and/or suitable work experience may demonstrate a student s ability to study at Level 4 and students are encouraged to apply as each case will be considered by the University on an individual basis. Offers for places on the Certificates of Higher Education may be conditional on students first completing some form of preparatory courses in maths for psychologists, academic English for psychology and / or introductory psychology, including the following Level 3 courses when they become available: Introduction to Psychology [15 credits] Critical Thinking and Academic English for Psychology [15 credits] Introductory Maths and Stats for Psychology [15 credits]. Students with Specific Access Requirements Students with specific access requirements should refer to section 12 of the Detailed Regulations. The University of London International Programmes welcomes applications from students with disabilities and/or specific access requirements. It aims to provide the appropriate support to enable students with specific access requirements to have the same chance as all other students to successfully complete their studies. Every reasonable effort will be made to ensure that both the application procedure and the programme itself are organised and delivered to offer all students the opportunity to participate fully. Students with a disability or others who may need special arrangements to assist in taking examinations (such as separate room or special aids) should complete the relevant section of the application form, or contact the Inclusive Practice Manager. Requests will be considered by a University panel, which aims to ensure that students with specific access requirements are neither advantaged nor disadvantaged when compared with other students. Sources of funding and scholarships Information about potential sources of funding and scholarships is updated annually and available on the prospectus web pages. For information, please see Educational aims and learning outcomes of the programmes Learning outcomes of the programmes: The aim of the award of Certificate of Higher Education in Psychology is to provide students with a grounding in the core undergraduate curriculum in psychology at an introductory level. The aim of the award of Diploma of Higher Education in Psychology is to provide students with a thorough grounding in the core undergraduate curriculum in Psychology [up to Level 5]. The aim of the award of Graduate Diploma in Psychology is to provide an accelerated pathway through the core undergraduate programme for graduates from other disciplines. For the specific outcomes of this programme please see the outcomes listed for the BSc Psychology. 11

155 The overall aim of the BSc Psychology is to produce a scientific understanding of the mind, brain, behaviour and experience, and of the complex interactions between these. To this end the specific objectives are to: present multiple perspectives and foster critical evaluation; develop an understanding of the role of empirical evidence in the creation and constraint of theory; develop an understanding of how theory guides the collection and interpretation of empirical data; support understanding and ability in a range of research skills and methods with which to investigate experience and behaviour, culminating in an ability to conduct research independently; develop knowledge, leading to an ability to appreciate and critically evaluate theory, research findings, and applications; enable application of theory to the full range of experience and behaviour. Subject specific knowledge and understanding: On successful completion of the Certificate of Higher Education in Psychology students should be able to: compare, contrast and organise some of the core theories and perspectives within psychology; propose simple research questions about the ways in which psychology might be applied and be able to suggest appropriate ways of answering research questions; recognise the ethical issues involved when conducting research and the issues that arise when trying to generalise results (for example across cultures); demonstrate awareness of the principles that can be used to interpret and evaluate research findings in psychology; present a coherent argument on a range of important topics in psychology. On successful completion of the BSc Psychology, Graduate Diploma in Psychology and Diploma of Higher Education in Psychology students should be able to: understand the scientific underpinnings of psychology as a discipline, its historical origins, development and limitations; recognise the inherent variability and diversity of psychological functioning and its significance; detect meaningful patterns in behaviour and experience, and evaluate their significance; understand and investigate the role of brain function in all human behaviour and experience; demonstrate systematic knowledge and critical understanding of: o a range of influences on psychological functioning o distinctive psychological approaches to relevant issues; apply multiple perspectives to psychological issues; demonstrate a systematic knowledge of a range of research paradigms, research methods and measurement techniques; reason statistically, use a range of statistical methods and demonstrate awareness of the limitations of statistical methods; understand how to pose, operationalise and critique hypotheses and research questions; be aware of ethical principles and approval procedures and demonstrate these in relation to personal study, particularly with regard to the research; demonstrate basic competence in research skills through practical activities involving a variety of methods of data collection; analyse data using quantitative methods; present and evaluate research findings; employ evidence-based reasoning, examining the practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis in psychology; In addition, BSc Psychology and Graduate Diploma in Psychology students should also be able to: demonstrate substantial competence in research skills through practical activities involving a variety of methods of data collection, including experiments, observation, psychometric tests, questionnaires, interviews and field studies; use a variety of psychological tools, including specialist software, laboratory equipment and psychometric instruments; analyse data using both quantitative and qualitative methods; competently initiate, design, conduct and report an empirically-based research project under appropriate supervision; 12 LTAS 7/5.4

156 demonstrate detailed knowledge of several specialised areas and/or applications, some of which are at the cutting edge of research in the discipline; integrate ideas and findings across the multiple perspectives in psychology. Intellectual and transferable skills: On successful completion of the Certificate of Higher Education in Psychology students should: be able to use a range of strategies to support their personal learning; be aware of possible routes of progression from this award onto further study. LTAS 7/5.4 On successful completion of the Diploma of Higher Education in Psychology, BSc Psychology and Graduate Diploma in Psychology students should be able to: communicate ideas and research findings. (BSc and Graduate Diploma students should particularly be able to do this effectively and fluently, by written, oral and visual means); comprehend and use numerical, statistical and other forms of data. (BSc and Graduate Diploma in Psychology graduates should be able to do this particularly in the context of presenting and analysing complex data sets); be computer literate and confident in using word processing, database and statistical software; solve problems by clarifying questions, considering alternative solutions and evaluating outcomes; be sensitive to, and react appropriately to, contextual and interpersonal factors in groups and teams; undertake self-directed study and project management, in order to meet desired objectives; take charge of their own learning, and reflect and evaluate personal strengths and weaknesses for the purposes of future learning. Teaching, learning and assessment strategies The courses on this programme are almost exclusively online adaptations of well-established courses that have been successfully delivered on campus at the three lead colleges. The programme is characterised by research-led teaching 1 delivered via the VLE, using a range of well-tested technology and media. Each of the lead colleges will take the lead in providing a particular strand within the curriculum: Birkbeck will deliver the research methods courses; Royal Holloway will deliver the developmental and social psychology courses, courses in individual differences and the independent literature review; Goldsmiths will deliver the biological and cognitive psychology courses [and will contribute courses on individual differences]. All three colleges will contribute optional Level 6 courses. Each course will have a study guide available online via the VLE and also in printed form [on average 50 pages in length for each 15 credits]. Each course will include approximately 12 sessions or units for each 15 credits. Each session [the equivalent to a weekly class ] will usually include: a relatively brief text to orientate students and guide their study in relation to that session; one or more audio or video recordings of lecture material; required reading [chapters, papers etc.]; links to additional resources; independent learning activities; support to complete formative and summative assessments; guidance for further study. 1 The courses on this programme are almost exclusively online adaptations of well-established courses that have been successfully delivered on campus at the three lead colleges. 13

157 LTAS 7/5.4 The first session will provide an overview, introducing the course and outlining the schedule of study. The final session will draw the study on that course to a conclusion and signpost the student to the next course. Over the period of each 15 credit course, students will take part in approximately two online group activities that will be moderated by a tutor. The aim will be to engage students with the material, offer opportunity to engage in discussion and collaborative study with other students and to extend or consolidate understanding and skills. Participation will usually be optional and will not be assessed. Each student will also have an allocated amount of time available for online tutor support [on average 120 minutes / student /course]. A study skills curriculum will be incorporated across the programme as a whole. However, as students move through the programme and levels of study they will gradually experience a shift from more heavily supported and guided study to more independent and self-directed study. They will be exposed to greater academic content and complexity, and will be expected to take an increasingly critical stance to the theories, findings and approaches of the discipline. Emphasis is given throughout the programme to active learning and the acquisition of both generic and subject-specific skills and abilities. Over the period of their study on the BSc [Hons] Psychology, students will take part in online laboratory classes, lectures, seminars, individual tutorials, guided reading, independent study, discussion groups, group projects, supervised projects and writing a dissertation. The international nature of the student body is an important aspect of this programme. Required and additional reading will draw on papers and resources from a range of continents and countries. The crosscultural aspects of each subject will be addressed when appropriate. Specific attention will be given to supporting all students develop the necessary skills for academic writing in psychology. Attention will be given at Level 4 to help students understand the British academic register and develop a vocabulary and writing style appropriate for undergraduate psychology. Assessment methods Find full details of the assessment and the scheme of award sections 4 and 8 of the Detailed Regulations. The design of assessments across the programme as a whole takes into account the need to support the development of a range of discipline-specific and vocational skills. Course co-ordinators will take into account the need to design assessments that: assess all the learning outcomes for their course; enhance students learning as well as assess it; build students confidence; contribute to students enjoyment of and satisfaction, and therefore support retention; enable students to demonstrate and record transferable skills. A study skills curriculum embedded across the programme as a whole will prepare students for assessment at each stage of their studies. Formative assessment: Independent learning activities, online group activities and tutor-marked coursework will support students develop the understanding and skills required to complete the assessments on each course. For example, they will receive support through independent learning activities and tutor moderated group activities to acquire and refine the various skills needed to complete written work under both timed and non-timed conditions. Example exam questions will be made available and students will be able to generate selfassessment tests from banks of multiple choice questions to help them monitor their understanding of course materials. Feedback from tutor-marked coursework will increase students awareness of their existing knowledge and skill set, and their priorities for development. Students will be encouraged to maintain learning journals to help them reflect upon, record and respond proactively to their learning needs. Summative assessment: Summative assessments will ensure all learning outcomes have been assessed. Across the programme as a whole there will be a minimum of 70% unseen examinations and up to 30% coursework. 14

158 Summative coursework will include, for example, essays, lab reports, case studies, critical analysis of papers and pieces written for a lay audience. For students on accredited pathways 2 some coursework will be based on lab work and an empirical project carried out by groups of students under supervision. Here students will be assessed on their understanding and skill in relation to the planning and execution of laboratory studies, data collection and analysis and interpretation of results; and the writing of reports. For students studying at Level 6 on non-accredited pathways coursework will include an independent literature review in which they produce a substantial piece of original written work under supervision exploring at an advanced level a topic of the student s own choice. Exams may be in the form of multiple choice questions or written essays - or both - depending on the level of the course and amount and type of coursework students will be undertaking. Examinations usually take place in May each year and are held at established centres worldwide. Where possible there will be consistency in the type and amount of assessment on courses at each level, although with greatest variation in relation to research methods courses and courses at Level 6. An indicative menu of assessment would be: For each core Level 4 course: One coursework essay [up to 1,500 words or equivalent] for which students receive written feedback: 30% One exam [up to 2 hours or equivalent]: 70% E.g. o Section 1: multiple choice questions o Section 2: one written answer in the form of an essay For each core Level 5 course: One essay [up to 2,000 words or equivalent] for which students receive written feedback: 30% One exam [up to 2 hour or equivalent]: 70% E.g. o Section 1 [1 hour]: multiple choice questions o Section 2 [1 hour]: one essay chosen from three questions At Level 6 a greater range in the type of assessment employed will be apparent. This reflects the range of options included on the programme at this level, and the need for students to develop and demonstrate transferable skills for the workplace. Course co-ordinators consider the particular form of assessment that might best suit the subject, the level of study and the needs of students as they approach graduation. However, some element of examination as well as coursework is usually required in order to manage the issue of potential plagiarism [unless a convincing case can be made for an alternative method of managing this problem]. An indicative amount of course work for a 15 credit course would be: Coursework [up to 2,500 words or equivalent]: 30% One exam [up to 2 hour or the equivalent]: 70% The research methods curriculum: structure, delivery and assessment The research methods curriculum is largely derived from, and includes all the elements of, the undergraduate programme delivered on campus at Birkbeck. The learning outcomes of core courses at Levels 4, 5 and 6 [totalling 105 credits] reflect those detailed in the QAA subject benchmark statement for psychology and reiterated in the BPS guidelines for accredited programmes. Level 4 Introduction to Research Methods [30 credits] LTAS 7/5.4 At Level 4, all students will take one core course [30 credits] that will introduce them to the principles of experimental design and statistical analysis. Taking part in three online experiments via the virtual learning environment students will have direct experience of data collection and analysis. They will be supported to perform descriptive and basic inferential statistics by hand [e.g. Chi-square test; Wilcoxon Matched-Pairs Signed Ranks Test; Sign Test; Z test; Related t test; Unrelated t test; one sample t test]. Where appropriate 2 Subject to approval by the BPS. 15

159 they will learn to perform and interpet these using SPSS as well. The skills necessary to write reports clearly and concisely - and in accordance with the American Psychological Association format will also be developed. The course will have a study guide available via the VLE and also in printed form. Course materials will be organised into approximately 22 units: Each unit will usually include: lecture notes; one or more audio or video recordings of lecture material; pen and paper based and IT based worksheets; answers to worksheets (two day delay); required reading; online SPSS tutorial videos of key skills; online support sessions to cover course content; online support to complete formative and summative assessments; The introductory overview will introduce the course and outline the schedule of study; the revision unit will review and integrate key themes, issues and topics on the course. Students will be actively encouraged and supported to engage with other students. They will also have access to tutor support online (and where appropriate, questions will be anonymised and answers posted for the benefit of other students). The assessment will follow the format of the on campus course: students will write three reports, all of which will be marked and receive tutor feedback. The final two reports will contribute to the summative assessment [15% x 2]. The other elements of the summative assessment will be: An exam [2.5 hours: 60%] composed of three compulsory sections: A. Short answers to seven questions about experimental design and statistical analysis. B. Comments on the design of simple experiments and interpretation of results. C. Theoretical and practical questions on experimental design and analysis. An open book SPSS quiz [45 mins: 10%]. LTAS 7/5.4 Level 5 Research Methods [30 credits] At Level 5, all students will take a second core course [30 credits] to extend their understanding of the theoretical rationale behind statistical techniques, and to help them differentiate between and apply statistical techniques to decisions about research design. Their ability to apply statistical techniques by hand and using SPSS will be extended, as will their ability to interpret and evaluate findings from analysis. The focus will be on correlational analysis and simple linear regression; simple analysis of variance: between and within subject designs; simple factorial analysis of variance: between and within subject designs; simple interaction effects; post hoc tests and contrasts. Skill in effective report writing will be further developed. The teaching and learning methods will be similar to those described at Level 4. For every lecture there will be an associated practical which will aim to practice the lecture material in detail. In addition to this, students will take part in five online experiments that demonstrate robust psychological phenomenon [these will include, but are not restricted to tests and measurement of personality characteristics and traits, cognitive processes involved in attention, memory, and emotion processing. Each experiment will provide students with the opportunity to practice the statistical skills covered in the preceding lectures. Three experiments will be written up in the form of lab reports and submitted as part of the summative assessment [40%]. All students will write a report on the first experiment [10%]. They will then choose which other experiments they write up [2 or 3, and 4 or 5]. Detailed feedback will be given on the reports. A final element of the summative assessment will be an unseen examination [60%]. Level 6 At Level 6, all students will take three core courses, totalling 45 credits. 16

160 Advanced Research Methods [15 credits]: LTAS 7/5.4 The first course at Level 6 will introduce students to advanced experimental methodology and statistics, with a special emphasis upon data coding techniques, multivariate analysis, and post hoc and a priori tests related to the analysis of variance. Attention will also be given to qualitative methodologies. As part of this course students will be provided assistance to design and execute a research project in groups. At the start of the course, each group of students will choose their project topic from a list of projects that have been pre-approved by the Birkbeck Psychology Ethics committee along with all suitable modifications. The list of projects will change each year. Each project will be based on a paper from the primary experimental psychology literature and students will be given suggestions about simple extensions to the paradigm. For example: Memory for word lists and order, context and familiarity effects. Participants will encode a list of words presented on paper or a computer screen and asked to freely recall or identify words as Old or New after some delay. Tests of priming or interference such as Stroop task. Participants are asked to name the colour of the font in which a series of words are presented on the screen. Interference from colour words will be detected by a delay in naming measured by a stop-watch. Questionnaire studies investigating the influence of individual differences such as degree of extroversion on decision making or judgements. Questionnaires can be administered on paper or computer. Limitations on what experiments are conducted will be strictly enforced. For example, no specialist testing equipment should be required beyond that which each student should be expected to have at home, e.g. PC/Mac, pen and paper, timing device are acceptable whereas access to an eye tracker is not. Participants must be older than 18, not belong to a vulnerable group, e.g. disabled, and be able to give personal consent for participation. The number of participants will be limited to around 30 per student and tutors will ensure the testing load is evenly distributed across students in each group. The projects will involve widely-used methods such as simple perceptual judgments, error rates, reaction times, memory performance, questionnaire answers. Students will be allocated to small study groups around their topic and tasked with designing, executing and analysing an empirical study over the duration of the course as a group. Each student will test participants locally according to the procedure agreed on by the group and pre-approved by the ethics committee. Students will be encouraged to keep the technical requirements of the project to a minimum using available pen-and-paper and generic-computing methods, e.g. powerpoint and stopwatches. Data will be pooled across the members of each group for analysis. Students will be required to have on-line project group meetings supervised by tutors. Throughout the module students will have online access to tutor support via a bulletin board. All students must write up their own project independently. The reports will take the form of a classic empirical write-up including title, abstract, background, hypotheses, methodology, results, conclusion and references in APA style. The word limit will be words excluding references and appendices. This report will form part of the summative assessment [30%]. The other element of the summative assessment will be a written examination [2.5 hours: 70%]. Section A will contain 3 questions out of which 1 question must be answered. All parts of Section B must be answered. On successful completion of the course students should understand the research process in context, have a working knowledge of a variety of statistical methods and be competent in the use of SPSS. Independent Literature Review [15 credits]: This course will help students produce a substantial piece of original written work exploring a topic of the student s own interest in in-depth, prepared under the guidance of a supervisor. This is not an empirical piece of work and no data are collected or analysed: it will take the form of an advanced level extended essay. Under the guidance of their supervisor they will consolidate and extend their ability to identify relevant sources of material; competently evaluate selected material; reach balanced conclusions, and where possible give their implications for wider theoretical issues and practical problems; judge what empirical work would further advance understanding. 17

161 Students will have three meetings on skype with their supervisor to discuss a suitable topic area; the suitability and amount of material identified for inclusion in the dissertation; obtain feedback on a 1600-word outline of the structure of the dissertation 3. The summative assessment will be a 6,000 to 7,500-word essay in the style of a published review article. There will be no formal formatting requirement but as a guide, dissertations usually include: 1. abstract ( words); 2. table of contents; 3. introduction outlining the aims and background to the dissertation, including the issue to be addressed, why it is important, and how you propose to address it; 4. main section detailing your evaluation, preferably subdivided into titled sections; 5. conclusion relating the outcome of the work reviewed to the aims given in the introduction and where possible, describing the implications for broader theoretical perspectives or for a practical problem, suggesting what further work may be done and why; 6. references. Students will also receive an individual feedback form after the work has been marked. LTAS 7/5.4 Major Research Project Proposal [15 credits]: The aim of this module is to give students individual, intensive experience of all the skills required in order to produce a research proposal for a major empirical project. Under supervision, students will be supported to construct a research question in relation to a corpus of extant literature; design a research study; consider the ethical issues relevant to the research area; write a full and clear research proposal. Students will choose to work in one of the following research domains: cognitive psychology, developmental psychology, social psychology or clinical psychology. For each domain, a reading list of 10 key papers in a designated research area will be compiled by a tutor in that field. Students will read and critically analyze the papers in their chosen domain, and articulate their own personal interests in the area. From these two components, the student will construct an individual research question. They will then write a 2,000 word report in which the research question is explicated and discussed in relation to their own research interests and the critical analysis of the corpus read. This report will be ed to the tutor who will read the report and award a mark. This mark will represent 25% of the student s final mark on the course. The tutor will provide short written comments. In a Skype tutorial, the tutor will provide constructive feedback on the research question. The degree of modification to it depends on the quality of the first draft. At the end of stage one, students will have a practicable research question. In the same Skype tutorial, the tutor will offer guidance on the next stage of activity: the research design. The student will go on to design the research study in detail, considering all elements required to turn their research question into a realisable research project. They will need to consider how they will operationalise the research question; what ethical approval will be required and how this will be obtained; how they will select and obtain a sample; what will be an appropriate analysis technique; power; validity and so forth. This will involve the student referring to, inter alia, the module handbook, course notes from a range of previous modules, and the method sections of the journal papers in the research corpus for this module. The student will write up the design in a 2,000 word report and send it to the tutor by . The tutor will read the report, provide short written comments and have a half hour Skype tutorial with the student offering critical feedback. The student will revise the two written reports in the light of feedback from the tutor and compile them in a final synthesized document the research proposal which is submitted for formal assessment. This will represent 75% of the student s final mark on the course. 3 This does not form part of the summative assessment. 18

162 LTAS 7/5.4 Key Pedagogic features Students will have scope to design an imaginative project and address a wide range of intellectual issues arising in empirical research. By employing tutors in a broad range of psychology domains: cognitive, developmental, social and clinical, students will have considerable choice in the project area they want to work in. At the same time, defining a research area to be worked in for each domain keeps the work load for individual tutors manageable. The tutor will be supervising a set of students working from the same primary materials. The student will be working individually on the tasks required. The different domains also play to the strengths of the colleges involved and allow students to draw on the full range of substantive courses they have encountered on the programme. Most of the work on the module will be self-directed learning by the student: reading, critical analysis; development of research ideas and designs. However this work will be guided by course documentation and a tutor. Students will have two Skype tutorials with their tutor during the module where the tutor will offer constructive critical feedback on the written work produced and guide the student in the next stage. It is expected that the contact time will be supplemented by additional preparation time by the tutor in reading and commenting on the student s written work. This contributes a particularly attractive feature of the module. Satisfying BPS accreditation requirements across the whole programme The overall curriculum in research methods across Levels 4, 5 and 6 should cumulatively satisfy BPS accreditation requirements: All the skills required in conducting empirical research (design, critical analysis, data collection, data analysis, write up) are covered as separate elements at Levels 4 and 5. At Level 6 students undertake an empirical project as part of the Advanced Research Methods course. This module offers students sufficient experience of the latter stages of an empirical research project: data collection and analysis. The project is contained within, and follows on from the substantive matter covered in the course. The Major Research Project Proposal complements the Advanced Research Methods course by giving students intensive experience of the earlier stages of a research project and providing an opportunity to consolidated their understanding of each part of the research process. The Independent Literature Review and the Major Research Project Proposal are complementary courses: the extended essay tests and extends skills in literature search and analysis, while the research proposal hones skills in analysis and operationalising questions. As the Independent Literature Review will help consolidate and extend students understanding of the earlier stages of the research process it will be timetabled for students to complete before they embark upon the Major Research Project Proposal. Looking at the programme as a whole one can see that students will receive a thorough grounding in both the preparation and practice of research by the time they have completed their degree. Student support and guidance There is further information on support and guidance is in the student handbook. The following summarises the support and guidance available to students: Help and advice are available through the Online Study Centre. Core texts for each course studied. Textbooks and articles that are important to the subject. Multimedia tools course lectures on DVD that expand on the important issues that have been raised in the course or computer software may be included The University of London Online Library The key resources for Psychology include: o PsycINFO (1806-present): a major database for Psychology produced by the American Psychological Association. 19

163 o PsycBOOKS : a full-text database of books and chapters produced by the American Psychological Association. o PsycARTICLES: a full-text database of journal articles produced by the American Psychological Association. o Web of Science: Social Sciences and Arts & Humanities citation indexes, useful for citation and subject searching for articles, books and reviews in psychology, mental health and related disciplines. o ABI Inform- bibliographic references and abstracts, with selected full text, to journal articles covering business, industry and management. Covers organisational psychology, mentoring and coaching psychology. The Online library search tool 'summon' may be used to search the online library content. Authentication (username and password) are only required when accessing content: LTAS 7/5.4 Searches may be refined using the choices on the left. Select the "Keep search refinements" button at the top whenever a search is refined. Note, although there is good access to a range of psychology journals, the previous year s content cannot be accessed in some cases. University of London library - registered students may use the resources located within the Senate House library (for a small additional fee). The Student Charter is intended to state key mutual obligations between the University of London International Programmes and its International Programmes students. See for further information. Quality evaluation and enhancement See website for its policies and procedures in quality assurance. The Colleges of the University of London and the University of London International Academy collaborate to deliver the University of London International Programmes. The policies, partnerships and systems are defined within our key documents: The Quality Framework, the Quality Assurance Schedules, Guidelines for Examinations and Detailed Regulations for each programme. Parity of award standards Every programme of study is developed and approved by a Lead College, or Consortia, to the same standards and requirements as would be applied in the Lead College(s); Learning materials are written and examinations are set and marked by academic staff employed or chosen by the Lead Colleges, who are required to apply the University s academic standards. Review and evaluation mechanisms Procedures are in place to assure the quality of the programme development, delivery, management, systematic monitoring and ongoing review and enhancement of all University of London International Programmes. Enhancements are made as necessary to ensure that systems remain effective and rigorous. Annual programme reports are prepared in order to enhance individual programmes and to plan ahead; Periodic programme reviews are conducted on a 4-6 year cycle to review how a programme has developed over time and ensure that it remains current and up-to-date; Annual External and Intercollegiate Examiner reports are prepared by independent External and Intercollegiate Examiners to confirm that a programme has been assessed properly and meets the appropriate academic standards; Comprehensive student information statistics are reviewed annually and feed into all systematic reporting within the University of London International Academy. 20

164 Student feedback mechanisms LTAS 7/5.4 Annual Student Experience Surveys collect programme level feedback according to the student lifecycle and the stages reached by students in their learning. In addition some Lead Colleges schedule their own course unit surveys; Virtual Learning Environments (VLEs), if applicable, provide the opportunity for informal feedback and discussion; University of London International Academy committees and sub-committees include student membership where appropriate. Some programmes recruit their own student representatives at the programme level. The Committee Zone on the University of London International Programmes website provides further information on the governance structure, including Terms of Reference, Agendas and Papers and can be accessed via: After graduation Possible routes to further study For information regarding on further study options at the lead colleges please refer to their websites: and For information on conversion courses please refer to Successful completion of the programme may serve as preparation for further study in psychology whether at one of the lead colleges or elsewhere. See the lead college links above for examples of the type of postgraduate courses on offer to psychology graduates. Those graduates wanting to train in the UK to become professional, chartered psychologists will need Graduate Basis for Chartership (GBC). The BSc Psychology programme is in the process of applying to the British Psychological Society (BPS) for accreditation to confer GBC on its graduates. Given that all three of the lead colleges are currently accredited we hope to have the distance learning programme accredited by 2014 [before the first cohort of students graduate]. In the event that accreditation is not achieved by then, students will be able to take a conversion course on campus in the UK. Work experience will be important for those graduates aiming to become professional psychologists. Psychology graduates often go on to further education or training in other disciplines. Possible graduate employment routes An important focus within undergraduate psychology is the development of transferable skills such as communication, numeracy, teamwork, critical thinking, computing and independent Learning. Consequently psychology graduates tend to be highly valued by employers. Indeed, six months after graduation, the Higher Education Careers Service Unit (HECSU) found over two thirds [69%] of the UK psychology graduates they sampled were employment in fields ranging from health and education, to publishing and journalism, to the commercial and managerial sectors. A programme level curriculum will support the development of transferable skills and enhance students employability. Care will be taken to ensure these skills are assessed and that students graduate with a portfolio of evidence that will enhance their CVs. Relevant technology such as Mahara will be used to support students review and record their development across the programme, and to develop CVs. Careers advice and resources The University of London s Careers Service can provide confidential advice and guidance appropriate to the diverse needs of students, at any stage of their career. Advisers can assist on an individual basis (including help with career planning, CV writing and interview technique), in small groups or online, through the e-advice service. Students may also make use of the dedicated careers library. For further information, please see or 21

165 The Alumni Association LTAS 7/5.4 Membership of the International Programmes Alumni Association is free and open to all former students of the University of London International Programmes. This is a diverse community of over 150,000 alumni in more than 190 countries, including local chapters and social networking groups, and with regular events, communications and opportunities to meet fellow alumni in many different parts of the world. The Association aims to provide past students with lifelong links to the School and each other, and is keen to foster a vibrant and active alumni community. All alumni are encouraged to register their details and participate further. For further information, please see and About this document Last revised 4 April 2012 This Programme Specification is presented in support of our commitment to the nationally agreed reference points for assuring the quality and standards of higher education, known as the Academic Infrastructure. Further information can be found at: 22

166 Detailed Regulations LTAS 7/5.4 1 Structures of the programmes Appendix A and Appendix B give the full structure and content of the programme. 1.1 As indicated in the Programme Specification: Award Courses Level Compulsory / elective BSc 21 courses: Level 4 Psychology 360 credits [120 Graduate Diploma in Psychology Diploma of Higher Education in Psychology Certificate of Higher Education in Psychology 7 courses: 180 credits 13 courses: 240 credits 6 courses: 120 credits credits] Level 5 [120 credits] Level 6 [120 credits] Level 4 [60 credits] Level 5 [30 credits] Level 6 [90 credits] Level 4 [120 credits] Level 5 [120 credits] Order of study 6 core courses Students aiming to complete their studies in 3 years will also need to take all courses at 7 core courses 3 core [45 credits], 5 electives chosen from a list each level in the suggested order as online group activities and coursework are timetabled for set times during the academic year. 2 core Students aiming to complete their studies in 2 years (if APL has been awarded) will also 1 core 4 core need to take all courses at each level in the suggested order as online group activities and coursework are timetabled for set times during the academic year. 6 core courses Students aiming to complete their studies in 2 years will also need to take all courses at each level in the suggested order as online 7 core courses group activities and coursework are timetabled for set times during the academic year. Level 4 6 core courses Students aiming to complete their studies in 1 year will need to take all courses when timetabled as online group activities and coursework are timetabled for set times during the academic year. For how to progress through the degree, see section Accreditation of prior learning (APL) will normally be given for the following course/s at Level 4 where students can adequately evidence their achievement of the learning outcomes for that course within the past 10 years. : Award BSc Psychology Graduate Diploma in Psychology Accreditation of prior learning Students may apply for credit for Level 4 courses up to the value of 120 credits. Students may apply for credit for the two Level 4 courses [60 credits]. 23

167 LTAS 7/5.4 Diploma of Higher Education in Psychology Students may apply for credit for Level 4 courses up to the value of 60 credits. Certificate of Higher Education in Psychology Students may apply for credit up to the value of 30 credits. Find details on credits and accreditation of prior learning in section (GR) It is a student s responsibility to ensure that their choice of courses complies with the current regulations. 1.4 Certain courses will be offered online at specific times of the year. Availability of courses may vary from year to year. 1.5 A student may apply to change their choice of a course at any stage in their studies until they enter the examination for the course concerned. An application from a student who has entered the examination for the course concerned will not be considered until after the examination results for that session have been published. 1.6 A student who obtains the Certificate of Higher Education in Psychology will be considered to have satisfied the entrance requirements for the either the BSc Psychology or the Diploma of Higher Education in Psychology and may transfer their registration to the degree or diploma and receive appropriate credits. Find full details in section (GR) Where attendance is a programme requirement, the University reserves the right not to present an award to, or to publish the examination results of, a student who has not met the requirement. Transfer from a FHEQ Level 4 or 5 award to the degree 1.8 (GR) A student who obtains an award at Level 4 or 5 of the FHEQ will be considered to have satisfied the entrance requirements for the related degree and may, at the discretion of the University, transfer their registration to the degree and receive appropriate credits. The Certificates of Higher Education in Psychology are placed at Level 4 of the Framework for Higher Education Qualifications (FHEQ). Find full details of transfers in section Credit transfer and accreditation of prior learning See the Glossary for definition of credit and accreditation of prior learning. 2.1 (GR) The University reserves the right to review the credit transfer and accreditation of prior learning policy in respect of all awards each year. The credit transfer and accreditation of prior learning regulations relate therefore to applications for the awards given in the programme specification, received between 1 September 2012 and 31 August (GR) No credit transfer or accreditation of prior learning will be granted unless an application has been made in accordance with the instructions given on the University of London International Programmes website. Applicants are required to pay the credit transfer or accreditation of prior learning application fee. 24

168 See for procedures and deadlines for applying for accreditation of prior learning. 2.3 (GR) All applications are considered on an individual basis and credits and accreditation of prior learning awarded are at the discretion of the University. Credit transfer 2.4 (GR) A student who satisfies the entrance requirements for an award and who is appropriately qualified may be considered for credit transfer in specified subjects. An application cannot, however, be considered after a student has entered for the examination in the subject(s) concerned. 2.5 (GR) Where credit is given, the mark obtained for the subject previously studied may be carried forward to the student's record and will contribute towards their award, in accordance with the scheme for award. 2.6 (GR) The University will produce a final transcript detailing the subjects for which credit transfer was awarded and the year of study. Accreditation of prior learning (APL) LTAS 7/ (GR) A student who satisfies the entrance requirements for an award and who is appropriately qualified may apply for accreditation of prior learning (APL) mapped against specified courses. An application will be considered on the basis of successfully completed studies at an appropriate level. A student who is awarded accreditation of prior learning for a specific course is considered to be exempt from this course. This means that the student is considered to have completed the course for the purposes of progression within the programme. 2.8 (GR) APL is at the discretion of the University and may not be permitted for all programmes. Where accreditation of prior learning is permitted, a student can only be considered for up to one third of the programme award concerned. Regulations set by Professional and Accrediting Bodies may impose further restrictions to the amount of accreditation of prior learning that is recognised. Students should seek further advice with regards to their specific programme. 2.9 APL will normally be given for the following course/s at Level 4 where students can adequately evidence their achievement of the learning outcomes for that course within the past 10 years. : Award BSc Psychology Graduate Diploma in Psychology Diploma of Higher Education in Psychology Certificate of Higher Education in Psychology Accreditation of prior learning Students may apply for credit for Level 4 courses up to the value of 120 credits. Students may apply for credit for the two Level 4 courses [60 credits]. Students may apply for credit for Level 4 courses up to the value of 60 credits. Students may apply for credit up to the value of 30 credits. 25

169 2.10 (GR) APL can only be awarded for whole named courses, not for a part of a course (GR) APL is normally only awarded for whole courses equivalent to FHEQ Level 4, but may arise from prior learning mapped against FHEQ Levels 5, 6 or (GR) A decision to give APL is valid for a limited time only and as indicated in the University s confirmation of APL. If a student does not enter an examination within this period, the offer of APL will lapse and it will be necessary to make a fresh application (GR) An offer of APL is valid only for the particular course and programme of study for which the offer has been awarded. APL will no longer be valid if the programme is withdrawn before the student registers. A student who transfers their registration to another programme may be required to submit another application for accreditation of prior learning (GR) A student may not study again, and is not permitted or required to be examined in, the courses against which APL has been mapped and granted (GR) The mark obtained for a course for which APL has been awarded, will not be carried forward to the student's record and will not contribute towards the award (GR) Applications for APL cannot be considered after a student has entered the examination for the relevant course, part or year (GR) If a student has failed the examination for a course, they may not at a later stage apply for APL from that failed course. 3 Registration Effective date of registration See Glossary for the definition of effective date of registration. 3.1 (GR) A student registered for an Undergraduate award after 1 March 2012 and prior to 31 December 2012 will be given an effective date of registration of 30 November (GR) A student whose effective date of registration is 30 November in any year will be eligible to enter for examinations in the following calendar year for the first time. Period of registration 3.3 (GR) Each programme will specify the minimum and maximum periods of registration permitted at any award within the following limits: Minimum Maximum Undergraduate Degree 3 years* 8 years Diploma of Higher 2 years 5 years Education Diploma 1 year 5 years Certificate of Higher 1 year 5 years Education Access Route 1 year 3 years Access programme 1 year 2 years * This may be two years if the maximum accreditation of prior learning has been granted. 26 LTAS 7/5.4

170 LTAS 7/5.4 See the Programme Specification for programme minimum and maximum periods of registration. 3.4 (GR) A student who transfers from an Access Route or Access programme will have a new eight year period of registration effective from 30 November in the year that they progress. 3.5 (GR) A student who transfers from an award at FHEQ level 4 or 5, to the related degree will have a maximum period of eight years to complete the degree, counted from the effective date of registration for the FHEQ level 4 or 5 award unless otherwise specified by programme regulations. The Certificate of Higher Education in Psychology are placed at Level 4 of the FHEQ. 3.6 (GR) No reduction in the minimum period of registration will be permitted. 3.7 (GR) A student who has not completed all the requirements of an award within the maximum period of registration may apply to renew their registration for a further maximum period for the programme for which they are registered. Renewal of registration is at the discretion of the University, which will take into account the progress made by the student during any previous period registration. If the student s application for renewal is approved, the subsequent registration will be subject to the regulations that apply at the time of renewal and they will be required to pay the initial registration fee and any other fees applicable. See for procedures for renewal of registration. Confirmation of continuing study 3.8 (GR) To maintain their registration with the University, a student must confirm their continuing study annually, and pay the appropriate fees by the given deadlines. The continuing registration procedure is sent out annually to students. See for the deadline by which the continuing registration fee is due for the University of London International Programmes. 3.9 (GR) A student's registration will lapse if the continuing registration fee is not paid by the given deadline for the respective programme. A student whose registration has lapsed will not receive new study materials, nor be allowed to participate in the VLE (if applicable), nor be allowed to enter for an examination (GR) A student who wishes to reinstate a lapsed registration may, at the discretion of the University, either: pay all outstanding continuing registration fees and complete the continuing registration form and receive the remaining period of registration, or cancel their registration, pay a new registration fee and receive a new maximum period of registration. At its discretion, the University may decide on which of these options a student must take if they wish to continue their studies. In either case, the results of all previous examinations will remain valid. Cancellation of registration 3.11 (GR) A student may cancel their registration at any time. 27 Section 10 gives refund information (GR) A student who has been registered with the University may apply to cancel their registration and register again for a programme in the same subject or field of study, without carrying forward their previous record, including attempts at examinations, if: they have never attempted an examination or

171 they have not attempted an examination in the two years prior to the request (GR) All applications for cancelling a registration and registering again for a programme will be considered on an individual basis. Permission to re-register in these circumstances will be given at the discretion of the University and will be subject to any further conditions specified either in these Regulations, or by the University (GR) A student who is permitted to cancel their registration and re-register for a programme in the same subject or field of study under the above paragraph will be required to pay a new registration fee and will receive a new registration period of eight years. The previous period of registration will be considered to have lapsed. A student will only be able to re-register for a programme without carrying forward their previous record on one occasion. Registration of former students of the University 28 Section 10 gives refund information (GR) In addition to satisfying the entrance requirements given in the Programme Specification, an applicant who was previously either registered as an International Programmes student or enrolled at a College of the University of London must have paid the University or College all due fees and accounts. An applicant who fails to satisfy this condition will not be permitted to register, or to register again, as an International Programmes student (GR) An applicant who has previously received a University of London award, or whose registration with the University was terminated because they had exhausted the permitted number of attempts at an examination, may apply to register again as an International Programmes student for a programme of study in a different subject or field of study (GR) Registration of an applicant who has previously received a University of London award, or whose registration with the University was terminated due to exhausting the permitted number of attempts at an examination, for a programme of study in the same subject or field of study, is at the discretion of the University and may not be permitted for all programmes. All applications will be considered on an individual basis (GR) It is at the University s discretion to determine whether a student who registers again for an award under paragraph 3.17 can receive credit for any subjects previously passed (GR) A student who receives credit for subjects previously passed will not be permitted to re-enter the examination for those subjects (GR) A student who is permitted to register again will be required to pay a new registration fee. The student will receive a new maximum period of registration relevant to that programme. 4 Assessment for the programme 4.1 (GR) A student sitting an examination must comply with the rules given in the Notice to Candidates, which accompanies the Admission Notice, in addition to those given in this section. Assessment methods 4.2 LTAS 7/5.4 See Glossary for the definition of examination and written paper examination. For each core Level 4 course, with the exception of Introduction to Research Methods: One coursework essay [up to 1,500 words or equivalent] for which students receive written feedback: 30% One exam [up to 2 hours or equivalent]: 70% E.g.

172 o Section 1: multiple choice questions o Section 2: one written answer in the form of an essay LTAS 7/5.4 For each core Level 5 course, with the exception of Research Methods: One essay [up to 2,000 words or equivalent] for which students receive written feedback: 30% One exam [up to 2 hour or equivalent]: 70% E.g. o Section 1 [1 hour]: multiple choice questions o Section 2 [1 hour]: one essay chosen from three questions At Level 6 a greater range in the type of assessment employed will be apparent. This reflects the range of options included on the programme at this level, and the need for students to develop and demonstrate transferable skills for the workplace. Course co-ordinators consider the particular form of assessment that might best suit the subject, the level of study and the needs of students as they approach graduation. However, some mixture of examination as well as coursework is usually required in order to manage the issue of potential plagiarism [unless a convincing case can be made for an alternative method of managing this problem]. An indicative amount of course work for a 15 credit course would be: Coursework [up to 2,500 words or equivalent]: 30% One exam [up to 2 hour or the equivalent]: 70% 4.3 Introduction to Research methods will be assessed by submission of three reports all of which will be marked and tutor feedback provided, however, only two will count as part of the summative assessment for the course. In addition there is a two and a half hour written examination and an open book SPSS quiz. The course will be weighted on the scale of 30:60: Research Methods will be assessed by submission of three experiments written up in the form of lab reports and based on online experiments completed earlier in the course. In addition there is a written examination. The course is weighted on the scale 40: Advanced Research methods will be assessed by submission of a project report of not more than 3000 words. In addition there is a two and a half hour written examination. The course is weighted on the scale 30: The Independent literature review will be assessed by the submission of a written essay of not more than 7,500 words. 4.7 The Major Research Project Proposal will be assessed by the submission of two 2000 word reports, the first of which is worth 25% of the overall mark and the second is worth 75% of the overall mark. 4.8 (GR) All examinations will be based on the syllabuses that are current for the year of the examination concerned. A student must ensure that they have studied the correct syllabuses. 4.9 (GR) An examination is governed by the regulations in force at the time of the examination and not at the time that a student was initially registered or first attempted the examination concerned, except where the conditions for changing regulations with notice apply. See the Important Information for information on changing regulations (GR) Where necessary, Examiners may change the format or rubric of a written paper examination, from that of the previous year, without giving prior notice to students. 29

173 4.11 (GR) Examinations by written paper are held at established examination centres worldwide. In countries where there is an established examination centre, a student must use the facilities provided by that centre. The University will not establish an alternative centre in those countries but will endeavour to assist those students requiring special examination arrangements where possible. See the website for the list of examination centres: (GR) All examinations are held at the discretion of the examination centre and are subject to any conditions they may impose (GR) Oral and aural examinations, if applicable, are normally held only in London. Permission to take oral/aural examinations at an examination centre other than London is dependent on the ability of the examination centre to make arrangements acceptable to the University for the conduct of the examinations. A student for whom arrangements to take the oral/aural examinations outside of London cannot be made may apply for permission to take these examinations in London and the written paper examinations elsewhere in the United Kingdom and Ireland or overseas. Date of examinations LTAS 7/ Written paper examinations take place in May each year (GR) At any examination session, all students will sit the same written paper examination, on the same date, at the same time, except where there are unavoidable delays in the arrangement. However, the University reserves the right to set different papers in the same subject in separate countries and in different time zones (GR) Where delays are unavoidable in countries other than the United Kingdom, the examination centre will arrange for the relevant examinations to be taken with as little deviation as possible from the original dates and times assigned to them. A student must abide by these revised arrangements. The University reserves the right not to mark an examination taken at a different time from that prescribed Coursework is due in the Autumn or Spring terms depending on when the course commences. A student should refer to relevant course forum on the Psychology VLE for a full submission timetable and for further details about submission requirements Coursework which is not submitted by the published deadline will be capped at 40%. Sitting examinations 4.19 (GR) A student who wishes to sit an examination in any given year must: have registered with the University as an International Programmes student for the relevant programme of study by 30 November of the previous year, and have entered for the examination in accordance with the University's and the appropriate examination centre s instructions and deadlines and paid all relevant fees The full examination entry procedure is in the student handbook (GR) A student is required to apply to the relevant examination centre for permission to sit the examination. The University cannot accept responsibility for making examination arrangements on behalf of a student. It is entirely at the examination centre s discretion to accept or refuse an entry to an examination. 30

174 LTAS 7/ (GR) A fee is normally charged by all examination centres except for London. This fee is payable by a student each time they make an examination entry. The University is not responsible for this fee and cannot influence the level of fee charged (GR) A student must write the answers to all examinations in English, except where the syllabus or rubric for a written paper examination for a particular subject indicates otherwise (GR) The University reserves the right to require a student sitting a written paper examination to remain in the examination room or its precincts for the duration of the relevant examination (GR) All examination scripts are the property of the University and will not be returned to students. All question papers will be retained by the University (GR) A student who finds handwriting difficult due to medical or learning difficulties must apply to the University for special arrangements to be made. The University will not transcribe illegible scripts. Any script deemed illegible by the Board of Examiners will be assigned a mark of zero and a fail result will be given. This will count as an examination attempt. In order to apply for special examination arrangements, contact [email protected]. See also section 12, Students with specific access requirements. Materials and aids permitted within the examination room 4.26 (GR) Examinations must be completed without aids, unless indicated otherwise in the individual course descriptions. A definitive list of materials permitted in the examination room will also be sent to students who have entered an examination with the Admission Notice/timetable. Aids permitted in examinations are noted in the course descriptions in Appendix B (GR) Without exception, electronic devices with communication capability are forbidden in the examinations. This includes personal digital assistants (PDAs) and mobile phones (GR) The use of calculators in the examination is strictly controlled. Calculators may only be used in examinations where indicated in the course description for the course concerned (GR) Calculators will not be provided by the University. A student is responsible for providing their own calculator and for ensuring that it is in working order for the examination. A student must ensure that they have an alternative means of calculation in case their calculator fails during the examination (i.e. a second calculator which must also comply with the specification below) or must be prepared to continue the examination without a calculator. Borrowing another student s calculator during the examination is not permitted. If a student uses an electronic calculator in an examination, they must indicate on their examination script the name and type of machine used (GR) Where calculators are permitted, the specifications listed below will apply, unless otherwise indicated in the course description and on the Notice for candidates for the course concerned. Calculators must: be hand held, compact and portable be quiet in operation have no external wires be non-programmable not be capable of receiving, storing or displaying user supplied non-numerical data 31

175 The use of a calculator that communicates or displays textual, graphical or algebraic information (other than error messages) is strictly forbidden (GR) If a student uses a calculator that does not comply with the above specification, they will be considered to have made an assessment offence and will be subject to the rules governing such offences. See section 6 for assessment offences and penalties (GR) It is an examination offence to take into, or use in, the examination room any unauthorised materials or aids. A student must not take into the examination room, or consult during the examination, any books, notes, instruments or other materials or aids that are not permitted. All such materials or aids must be given to the Invigilator before the examination starts. A student who takes any unauthorised materials or aids into the examination room must hand them to the Invigilator when requested to do so. Illness during examinations 4.33 (GR) A student who thinks that illness or other circumstances may have affected their performance in an examination must immediately inform the Student Assessment Office ensuring that notification is received within three weeks of their last examination. A supporting medical certificate or other certification obtained at the time of illness must be provided at the same time. Notification received more than three weeks after the date of the last examination will not be taken into account. Administrative re-check of marks Contact details for the Student Assessment Office are in the student handbook. See Students can request an administrative re-check of marks online, or contact [email protected] (GR) A student may apply to the University for their results to be re-checked if they think a mark received is due to an administrative error (GR) A student who wishes to apply for an administrative re-check of marks must do so by specific deadlines and by following the procedure set out on the University of London International Programmes website. A request for an administrative re-check of marks received after the given deadlines cannot be processed 4.36 (GR) A student who wishes to apply for a re-check of marks must pay an administrative fee which is refundable in the event that an error is found (GR) The University will not consider appeals against examination results that are made on academic grounds. For information on the procedure for representations concerning the decisions of the Boards of Examiners, refer to the University of London Regulations, 5 Number of attempts permitted at an examination LTAS 7/ (GR) A student who fails to satisfy the Examiners in an examination, and who has yet to satisfy the conditions to be considered for the relevant award, may be permitted or required to resit the examination up to a maximum number of attempts. 5.2 The maximum number of attempts permitted at any examination of the BSc, Graduate Diploma, Diploma of Higher Education and Certificate of Higher Education [Psychology] is three. 32

176 LTAS 7/ (GR) A student who enters an examination hall to attempt a written paper examination will be considered to have made an examination attempt. Subject to the programme regulations below, absence from an examination will not count as an attempt. 5.4 A student is considered to have made an attempt at any written paper examination if they are absent from that examination. The mark received for related compulsory assignments may be carried forward at the discretion of the Board of Examiners but the student will be expected to re-enter for the written examination at a subsequent entry. 5.5 A student who fails to submit compulsory assignments but sits the written examination is considered to have made an attempt at the course. The mark received for the written examination may be carried forward at the discretion of the Board of Examiners but the student will be expected to re-submit the compulsory assignments at a subsequent entry. 5.6 (GR) A student who receives a result of Pass, Fail or Retired in any examination will be considered to have made an attempt. 5.7 (GR) A student may not make a further attempt at any examination already passed or for which specific accreditation of prior learning or credit has been awarded. 5.8 A student who fails a course having failed both the compulsory written assignments and unseen written paper, will be required to re-sit both elements of the examination. 5.9 A student who fails a course, having passed one element but not the other, will be required to re-sit the failed element. A student is not permitted to re-sit an element they have already passed A student who re-sits the assignment element of an examination will be required to submit a fresh assignment in answer to a new question or assignment topic (GR) The result awarded for a subsequent attempt at an examination will supersede the mark or grade previously awarded for that examination unless other provision is given in the detailed programme regulations. However, all marks will appear on the diploma supplement If, on the final attempt at the examination for any course, a student receives the result Fail, their registration for the degree will cease unless the Board of Examiners recommend otherwise. 6 Assessment offences and penalties 6.1 (GR) It is an examination offence for a student to take into, or use in, the examination room any unauthorised materials, aids, instruments or equipment which may be used to their advantage. A student must not take into the examination room, or consult during the examination, any books, notes, instruments or other materials or aids that are not permitted. This includes the use of unauthorised programmable calculators or the use of permitted materials that have been personally annotated such as statutes. All such materials or aids must be deposited with the Invigilator before the examination starts. A student who takes any unauthorised materials, aids, instruments or equipment into the examination room must surrender them to the Invigilator on request. Failure to comply with a reasonable request from an Invigilator constitutes an examination offence. For further rules on materials and aids permitted in the examination, see section 4. For fuller details on assessment offences and how to avoid them see the student handbook. 6.2 (GR) A student must not pass any information between themselves and another student during an examination of a written paper. This includes written, verbal and gestural communication. A student may not act in collusion 33

177 LTAS 7/5.4 with another student or any other person, nor copy from another student, their books, notes, instruments, computer files, other materials or aids, nor engage in any similar activity. Any of these activities constitutes an examination offence. 6.3 (GR) It is an examination offence to remove from the examination hall stationery or other materials that have been supplied by the University or examination centre for examination purposes. 6.4 (GR) Plagiarism is the copying and use of someone else s work, whether intentionally or unintentionally, as if it were the student s own. Another person s work includes any source that is published or unpublished including words, images, diagrams, formulae, audio recordings, computer code, ideas and judgements, discoveries and results. Plagiarism is an examination offence. 6.5 (GR) All work submitted as part of the requirements for any examination must therefore be expressed in the student s own words and incorporate their own ideas and judgements. 6.6 (GR) Software may be used, at the discretion of the University, to assist with the detection of plagiarism in individual elements or the whole part of a student s assessment (for example assignments, projects, reports or dissertations). 6.7 (GR) Direct quotations from the published or unpublished work of another person must always be clearly identified as such and a full reference to the source must be provided in the proper form. A series of short quotations from several different sources, if not clearly identified as such, constitutes plagiarism in the same way as an unacknowledged quotation from a single source. Equally, if another person s ideas or judgements are summarised, students must refer to that person in the text and give details of the work to which reference is made. 6.8 (GR) It is an examination offence to submit work which has been written jointly by two or more persons, unless expressly permitted in section 4 of the programme specification and regulations. 6.9 (GR) Assignments, essays, projects, reports, dissertations and other similar work must therefore be the student s own work and must be written without the assistance of other people, except where expressly permitted in section 4 of the Detailed Programme Regulations. A student will be required to submit a signed declaration for all such work submitted, stating that they understand what is meant by plagiarism, and confirming that the work submitted is entirely their own and that the use of published or unpublished works of other people has been acknowledged in accordance with the University s requirements (GR) It is the responsibility of the student to safeguard their assignments, essays, projects, reports, dissertations and other similar work and to prevent them from being copied by other students (GR) The examination offences listed above will be treated as cheating or irregularities of a similar character under the provisions of the Procedures for the Consideration of Allegations of Examination Offence of the University s Regulations (Regulation 1 Annex 6 and, as appropriate, Annex 7). Under these Regulations, students found to have committed an offence may have the results of their examinations withheld and may be excluded from all future examinations of the University. For the University s Regulations, see 34

178 7 Progression within the programme LTAS 7/ Within the limits given below a student may decide when they are examined, the number of courses they attempt each year and the order in which courses are examined. A student does not have to be examined every year. See section 4 for method of assessment. 7.2 In any one year a student may attempt examinations in a minimum of one full course or two half-courses (30 credits) and a maximum of four full courses or eight half courses (120 credits), excluding re-sits. 7.3 A BSc Psychology student is required to have attempted all Level 4 courses and to have passed 90 credits before starting a Level 5 course. Similarly they are required to attempted all Level 4 courses and passed at least 90 credits at Level 5 before starting Level 6 courses. In addition, students may only take: Research Methods [Level 5] and Independent Literature Review [Level 6] on successful completion of Introduction to Research Methods [Level 4] Advanced Research Methods [Level 6] on successful completion of Research Methods [Level 5] The Major Research Project Proposal on successful completion of all Level 5 courses, plus: o o o Introduction to Research Methods; Research Methods Advanced Research Methods 7.4 A Graduate Diploma in Psychology student is required to have passed both Level 4 courses before starting the Level 5 course unless they have successfully applied for APL for the two level 4 courses. Similarly students are required to have passed the Level 5 course before starting Level 6 courses. In addition, Graduate Diploma in Psychology students may only take: The Major Research Project Proposal on successful completion of the Level 5 core course, plus: o Advanced Research Methods 7.5 A Diploma of Higher Education in Psychology student must have attempted all Level 4 courses and to have passed 90 credits before starting any Level 5 courses. In addition, students may only take: Research Methods [Level 5] on successful completion of Introduction to Research Methods [Level 4] Progression to the degree 7.6 (GR) A student who has either successfully completed an Access Route or Access programme, or who has attained a relevant FHEQ Level 4 or 5 award, may normally progress to a relevant higher FHEQ Level Undergraduate award. See Levels of the programme in the programme specification for details of FHEQ levels. The Certificate of Higher Education in Psychology are Level 4 of the FHEQ. 7.7 (GR) At the discretion of the University, a student who is allowed to progress may receive credit for courses already passed. 35

179 7.8 (GR) Previous attempts at the examinations for awards at FHEQ Levels 4 and 5 may count towards the number of attempts permitted at courses of the award to which the student is progressing subject to the detailed programme regulations. 7.9 (GR) A student who is permitted to transfer to the higher award without completing the requirements for the lower award or Access Route or Access programme will not subsequently receive the lower award or Access Route or Access programme under any circumstances. Progression from an individual course 7.10 Successful completion by formal assessment of an individual course(s) may be taken into account for admission to the Certificate of Higher Education in Psychology, Diploma of Higher Education in Psychology or BSc Psychology. A student progressing from an individual course will be required to satisfy the rules of progression for the Certificates of Higher Education, Diploma of Higher Education or BSc Degree. It may also be taken into consideration for admission to an unrelated certificate, diploma or degree. Credit for the individual course(s) may also be considered provided that application is made within three years of the completion of the relevant course(s). Neither admission nor credit is automatic. 8 Schemes of award BSc Psychology 8.1 For the award of the BSc degree, a student must have attempted and normally have passed all 16 core courses at Levels 4, 5 and 6 and all elective courses at Level 6. A student who has passed all the core courses and four out of five elective courses may still be considered for the award of the degree subject to criteria and at the discretion of the Board of Examiners. The Major Research Project Proposal must be passed and cannot be condoned or compensated. 8.2 If a student fails a course (i.e. receives a mark of less than 40%) they will be allowed two further attempts to pass it. The marks for failed elements will not be capped. 8.3 The classification of the award will be based on the following weighting: 0: 1: 2 [Levels 4, 5 and 6]. The lowest mark from a 15 credit course at Levels 5 and 6 will be discounted, excluding Advanced Research Methods. 8.4 The classification of a student s degree will be as follows: Mark Range BSc Classification 70 and above First Class Honours Second Class Honours (Upper Division) Second Class Honours (Lower Division) Third Class Honours 0-39 Fail LTAS 7/ A Pass Classification May be awarded where a student fails to meet the criteria for an honours degree but has: a. accumulated credit worth at least 300 credits at Level 4 or above b. of which 240 credits must be passed at Level 4 and above and c. no more than 45 credits as a Compensated Fail d. passed all the prescribed core courses for the honours programme 36

180 LTAS 7/ On modules which are not core: if a student s final mark on their third attempt of an elective module is between 35% and 39% they may be awarded a compensated fail for that course: although the course has not been passed, it will be treated as if it has for the purposes of the award. No more than 30 credits can be compensated at a single level and no more than 45 credits across the whole degree. 8.7 A student has used up all of their permitted further attempts to pass a course or courses, but has passed courses to a total value of less than 300 credits, then the student may be eligible for the award of a Certificate of Higher Education in Psychology (120 credits) or a Diploma of Higher Education in Psychology (240 credits). 8.8 When a student is awarded accreditation of prior learning (APL), the Examiners shall assess his/her class of award entirely upon his/her performance in the courses in which he/she is examined. Graduate Diploma in Psychology 8.9 For the award of the Graduate Diploma in Psychology a student must have attempted and normally have passed all 7 core courses If a student fails a course (i.e. receives a mark of less than 40%) they will be allowed two further attempts to pass it. The marks for failed elements will not be capped Courses taken at Level 4 or 5 do not contribute to the determination of the classification for the Graduate Diploma. The classification of the award will be based on the mean of the marks achieved for courses at Level 6. Courses are weighted according to whether they are 15 credit or 30 credit courses The classification of a student s Graduate Diploma will be as follows: Mark Range Graduate Diploma Classification 70 and above Pass with Merit Pass with Credit Pass 0-39 Fail 8.13 No courses of the Graduate Diplomas can be compensated. Diploma of Higher Education in Psychology 8.14 For the award of a Diploma of Higher Education a student must have attempted and normally have passed all 13 core courses If a student fails a course (i.e. receives a mark of less than 40%) they will be allowed two further attempts to pass it. The marks for failed elements will not be capped Courses taken at Level 4 do not contribute to the determination of the classification for the Diploma of Higher Education. The classification of the award will be based on the mean of the marks achieved for courses at Level 5. Courses are weighted according to whether they are 15 credit or 30 credit courses The classification of a student s Diploma of Higher Education will be as follows: 37

181 Mark Range Diploma Classification 70 and above Pass with Merit Pass with Credit Pass 0-39 Fail 8.18 No courses of the Diploma of Higher Education can be compensated A student has used up all of their permitted further attempts to pass a course or courses, but has passed courses to a total value of less than 240 credits, then the student may be eligible for the award of a Certificate of Higher Education in Psychology (120 credits) When a student is awarded accreditation of prior learning (APL), the Examiners shall assess his/her class of award entirely upon his/her performance in the courses in which he/she is examined. Certificate of Higher Education in Psychology 8.21 For the award of a Certificate of Higher Education in Psychology a student must have attempted and normally have passed all 6 core courses If a student fails a course (i.e. receives a mark of less than 40%) they will be allowed two further attempts to pass it. The marks for failed elements will not be capped The classification of the award will be based on the mean of the marks achieved for courses at Level 4. Courses are weighted according to whether they are 15 credit or 30 credit courses The classification of a student s Certificate of Higher Education will be as follows: Mark Range Certificate Classification 70 and above Pass with Merit Pass with Credit Pass 0-39 Fail LTAS 7/ No courses of the Certificates of Higher Education can be compensated When a student is awarded accreditation of prior learning (APL), the Examiners shall assess his/her class of award entirely upon his/her performance in the courses in which he/she is examined. See Appendix C for information on how to achieve a particular mark. 9 Receiving the final Diploma and Diploma Supplement Final Diploma and Diploma Supplement 9.1 (GR) A student who is granted an award will receive the following Graduation documents under the seal of the University: 38

182 LTAS 7/5.4 A final Diploma certificate. A Diploma Supplement, which is a detailed record of a student s studies. A student who successfully completes the requirements for an Access Route or Access programme will receive: An award certificate which lists the courses successfully passed. See Glossary for a further explanation of a diploma supplement. Students should note that the delivery of Graduation documents may take 3-6 months. Eligibility for an award 9.2 (GR) To be eligible for an award of the University, a student must have: registered with the University as an International Programmes student for the relevant programme of study satisfied the requirements for the relevant award and complied with the regulations for the programme concerned in all respects made satisfactory payment to the University of all due fees and accounts. The University reserves the right not to grant the award to a student who fails to satisfy any of these conditions. Aegrotat degree provisions 9.3 (GR) A degree student who is absent from a written paper examination which, if attempted, would have entitled them to be considered for the award of the degree may be considered for an Aegrotat degree (i.e. a degree awarded without classification) or a classified degree if their absence was through illness or another cause judged sufficient by the University, such as the death of a near relative. See Glossary for the definition of an Aegrotat degree and classified degree. 9.4 (GR) A degree student who attempts all the written paper examinations for the award but considers that their performance in the examination(s) was adversely affected by illness or another cause judged sufficient by the University, such as the death of a near relative, may be considered for either an Aegrotat degree or a classified degree. See also Illness during examinations in section (GR) An application for an Aegrotat or classified degree in the circumstances of paragraphs 9.3 or 9.4 will be considered by the Board of Examiners on the basis of the standard reached by the student in the written examination papers attempted. 9.6 (GR) A student who wishes to apply for an Aegrotat or classified degree in the circumstances of paragraphs 9.4 or 9.5 must submit an application for consideration of their case within three weeks of the last date of their examinations. The application must be accompanied by a medical certificate or other supporting evidence. 9.7 (GR) If the Board of Examiners decides that a student has reached the standard required for the award of a classified degree, they will recommend the award of such a degree and will not consider the student for the award of an Aegrotat degree. The Board of Examiners will not recommend the award of a class of degree higher than the overall level which the student has achieved in the examinations they attempted. A student who is offered a classified degree in this way will be required to accept the award and will not be permitted to re-enter examinations at a later date. 39

183 LTAS 7/ (GR) If the Board of Examiners decides that a student has not reached the standard required for the award of a classified degree, they may recommend the award of an Aegrotat degree. Under these circumstances, the student may decide to accept the Aegrotat degree or may choose to re-enter the examination at a later date. 9.9 (GR) If a student informs the University in writing that they wish to accept the Aegrotat degree, they will not be eligible to re-enter the examination at a later date (GR) If a student decides to re-enter the examination rather than accept the Aegrotat degree, they will no longer be eligible to apply for the award at a later date. 10 Fees and refunds Details of the fees payable will be given to students as they fall due. See also A fee is also payable to all examination centres. The University is not responsible for this fee and cannot influence the level of fee charged. Fees 10.1 (GR) Where applicable, a student is required to pay the following fees for the programme in full and in accordance with the University's deadlines: an application handling fee, is payable by all applicants in order to be considered for registration a credit transfer/accreditation of prior learning application fee is payable by applicants who wish to be considered for credit transfer or accreditation of prior learning a registration fee is payable in order to be registered with the University as an International Programmes student a continuing registration fee is payable in order to maintain registration in the second and subsequent years of registration a course fee is payable for each course to be studied. This fee includes entry to the first examination for that course an examination entry fee is payable in order to be entered for an examination. For full fees applicable for each programme, see (GR) The University reserves the right to change its published fees. The University also reserves the right to make additional charges. Fees are subject to annual revision (GR) Fees must be paid in accordance with the University s procedures and deadlines, which are given on the University of London International Programmes website. See (GR) A student who is permitted to transfer to the degree from an award at FHEQ levels 4 or 5 will not normally be required to pay a new registration fee for the degree, but will be required to pay the appropriate continuing registration fee or the appropriate remaining course fees, as applicable. The Certificate of Higher Education in Psychology is placed at Level 4 of the FHEQ (GR) Where provision is given in the programme specification for individual courses, a student who is permitted to proceed from an individual course to an award at FHEQ levels 4, 5 or 6, will be required to pay the relevant registration fee and the fee for the remaining courses. 40

184 10.6 (GR) A student who is granted permission to transfer their registration to another programme of study shall be required to pay the relevant fees for the programme concerned. Any additional fee payable shall be at the discretion of the University. Any refund of fees already paid will be subject to the conditions set out below (GR) A student who is permitted to cancel their registration and register afresh for another programme of study will be required to pay the relevant fees for that programme. Any refund of fees will be subject to the usual refund policy of the University of London International Programmes 10.8 (GR) A student who is permitted to renew their registration when the first period of registration expires will be required to pay a further full registration fee. If the programme of study is being phased out, the registration fee will be a proportion of the full registration fee, depending on the number of years remaining before the last examination for the programme concerned. In addition to the registration fee, all students will be required to pay, as applicable, the appropriate continuing registration fee or the appropriate remaining course fees as applicable, under the regulations in force at that time. Refunds LTAS 7/ (GR) Students can request a cancellation of any service and a full refund of the corresponding fees paid to the University by sending a request in writing (by , fax or post) that is received by the University within 7 working days of the original request for the service. If you make a payment after the due date, you are not eligible to claim a refund (GR) After the 7 working day period described in 10.9, application handling fees, accreditation of prior learning application fees and examination entry fees, as applicable, are not refundable. Examination entry fees cannot be transferred from one examination to another (GR) After the 7 working day period described in 10.9, registration and continuing registration, as applicable, fees are not refundable except in the most exceptional circumstances. In these cases, a proportion of the registration and any continuing registration fees, as applicable, which have been paid may be refunded at the discretion of the University, provided that: the application is made within two years of the effective date of registration the student has not already entered an examination any required medical or other evidence is submitted (GR) In the event that a decision is taken by the University to withdraw a programme, any applicant who has not yet accepted an offer will be given a full refund of all fees within 30 days of their request for a refund. All registered students will be permitted to complete the programme according to the regulations on the notice period that applies for withdrawal of all University of London International Programmes. See paragraph 5 in Important information regarding the Programme Specification and Regulations (GR) A student who registers for a programme for the first time may, at the discretion of the University, request a full refund of any fees paid for that programme for a period of up to 3 weeks after the publication of new Programme Specification and Regulations that will apply for the academic year in which the student initially registered to commence study (GR) In the event that there is a maximum quota of students for admission to a programme, registration fees and course fees (if applicable) will be refunded in full if a student attempts to register and is unable to do so because the quota for that year is full. 41

185 11 Transfer of registration LTAS 7/5.4 This section applies both to transfer between different programmes and within the same programme, unless indicated otherwise. Details of how to apply to transfer are in the student handbook (GR) Where permitted and required, all applications to transfer will be considered on an individual basis. Permission to transfer, any additional fees payable and any period of transferred registration granted will be at the discretion of the University. Any refund of fees shall be subject to the conditions in section (GR) An application to transfer that is submitted after a student has entered for any examination will not be considered until after the result of that examination has been published. The result of that examination will then be taken into account by the University in instances when permission to transfer is dependent on the student s examination record (GR) In certain circumstances, a student who transfers their registration may receive credit for courses or, parts or years already passed. See also section (GR) A student who receives credit from certain courses on the basis of subjects previously passed will not be permitted to re-enter the examination for those courses. The marks obtained at the examinations at which the subjects were passed will contribute towards the student s award as appropriate. See section 8 for the scheme of award. Transfer between the Certificate of Higher Education in Psychology, Diploma of Higher Education in Psychology and the BSc Psychology 11.5 A student may transfer their registration from the Certificate of Higher Education in Psychology to the Diploma of Higher Education in Psychology or the BSc Psychology or from the Diploma of Higher Education in Psychology to the BSc Psychology by successful completion of the intermediate award or by meeting the entrance requirements as applicable. Transfer from the BSc Psychology to the Diploma of Higher Education in Psychology or the Certificate of Higher Education in Psychology 11.6 A student may apply to transfer their registration to the Diploma of Higher Education in Psychology unless they have progressed to Level 6 of the degree. Similarly a student may apply to transfer to the Certificate of Higher Education in Psychology from the degree or the Diploma of Higher Education in Psychology unless they have progressed to Level 5 of the degree or the diploma (GR) A student who is not permitted to transfer to a particular programme but who wishes to join that programme must cancel their existing registration and apply to register afresh. The student must already satisfy the entrance requirements for the programme. A student who registers afresh in this way will not be permitted to carry credit for any subjects previously passed either to the programme concerned or, in the event of a subsequent transfer, to another programme. They will also not be permitted to carry any failed attempts at subjects from their previous registration. Details are in section 7. 42

186 Transfer to other programmes at Levels 4, 5 and 6 of the FHEQ LTAS 7/5.4 See Glossary for definition of FHEQ. The Certificate of Higher Education in Psychology is placed at Level 4 of the FHEQ (GR) A student may apply to transfer their registration to another programme of study at the same or similar level. The student will be required to satisfy the entrance requirements and any transfer regulations for the programme to which they wish to transfer. A student may be required to cancel their registration and register afresh. Transfers to programmes at Level 7 of the FHEQ See Glossary for definition of FHEQ (GR) A student registered for an Access Route, Access programme or award at FHEQ Levels 4, 5 or 6 is not permitted to transfer their registration to a programme at Level 7 of the FHEQ. A student will instead be required to cancel their existing registration and to submit a fresh application for registration and comply with the regulations for the programme concerned. Transfer of College based students (GR) A student studying the same or similar award as a College based student of the University of London may apply to complete their studies for the same award as an International Programmes student and may be considered for credit and/or accreditation of prior learning for courses previously passed. All applications for credit and/or accreditation of prior learning will be considered on an individual basis and at the discretion of the University. See section 2 for details on credits and accreditation of prior learning. 12 Students with specific access requirements 12.1 (GR) The University has an Inclusive Practice Policy for International Programmes students with specific access requirements. Specific access requirements include students with a disability or learning difficulty, students who are currently in prison, and students who have legally imposed travel restrictions. For a full definition, see the Inclusive Practice Policy, (GR) As part of its policy for students with specific access requirements, the University will make every reasonable effort to accommodate the requirements of a student with a disability and/or specific access requirements by, wherever possible, providing any study materials in a different format (e.g. large print) or another medium, and/or by making special examination arrangements. If the University is unable to provide the study materials in the format that has been requested, the University will endeavour to make an alternative suggestion. Special examination arrangements 12.3 (GR) The University has a panel which considers special examination arrangements for students with a disability and/or specific access requirements. The aim of the panel is to make sure that a student who has special examination requirements is neither disadvantaged nor advantaged when compared to other students. The University cannot guarantee that special examination arrangements will be possible in every case. Students requiring special examination arrangements are strongly advised to apply for such arrangements well in advance of the examination entry deadline. To apply for special examination arrangements, contact [email protected] 43

187 LTAS 7/ (GR) Applications for the use of special aids or for extra time in written paper examinations from students with a disability and/or specific access requirements may be considered (GR) Special arrangements for written paper examinations at an ad hoc examination centre may be made in very exceptional circumstances, where possible. Arrangements cannot be made for oral or practical examinations to be held at an ad hoc centre, although (in exceptional cases) it may be possible to permit the use of special aids. Arrangements for written paper examinations to take place in a student s home cannot ordinarily be made. Additional fees may be payable for arrangements at an ad hoc examination centre. An ad hoc examination centre is an examination centre which is not listed as a formally approved centre. An ad hoc examination centre can be arranged in certain circumstances, subject to the University s approval of a student s request. 13 Complaints, suspension and termination of registration Complaints More details on (GR) If a student has a complaint against the University they should follow the Procedure for University of London International Programmes Student Complaints. Suspension and termination of registration by the University 13.2 (GR) If a student fails to pay the appropriate fees or breaches any relevant disciplinary or conduct code, the University reserves the right to apply the Code of Student Discipline and Suspension and Termination of Registration of Students in Debt process as described in the University of London Ordinances (Ordinance 17 and 18 respectively) (GR) A student s registration may be terminated where a student is found to have obtained an offer of registration on the basis of a fraudulent, dishonest or incomplete statement. 44

188 Summary of provision for individual courses LTAS 7/5.4 For prospectus details about the programme, please see [Prospectus URL for the programme] Brief summary of provision for individual courses See Glossary for an explanation of terms. Individual courses of the BSc, Diploma of Higher Education and Certificate of Higher Education in Psychology can be taken as stand-alone courses. Each course accommodates no less than 150 notional study hours and a student may take as many courses as they wish without registering for an award within the Psychology programme. A student may choose whether or not to be formally assessed in the individual course or courses for which they are registered. For a student who chooses to be assessed, each course taken on a stand-alone basis will be examined by both a written paper and one or more written assignment, as detailed in Appendix B. See Detailed regulations for the provision of individual courses. Students who have satisfactorily completed the assessment for an individual course or courses for which they are registered will be sent two documents: a certificate of achievement and a diploma supplement. The diploma supplement will describe the nature, level and content of the programme that has been successfully completed, including a transcript of course or courses taken and marks achieved. It also provides further information about the role of the Lead College and method of study. Level of individual courses The FHEQ forms part of the academic infrastructure of the Quality Assurance Agency for Higher Education (QAA). The awards are placed at the following Levels of the Framework for Higher Education Qualifications (FHEQ): Level 6 Relevant QAA subject benchmarks group(s) Awarding body University of London Registering body University of London International Academy Lead College See the QAA website for information. Individual courses do not automatically lead to a University of London award See Glossary for an explanation. The following Colleges contribute to the programme: Birkbeck; Goldsmiths and Royal Holloway Language of study and assessment English 45

189 Mode of study LTAS 7/5.4 Find further details about student support in the student handbook. Distance and flexible study Entrance requirements For details of the application process and English language requirements refer to Students with specific access requirements should refer to Section 10 of the Detailed regulations for the provision of individual courses. An applicant must satisfy the relevant entrance requirements given in this Section. In order to be considered for registration for individual courses, applicants must also submit an application that is in accordance with the procedures and deadlines set out in the appropriate prospectus. Age An applicant must normally be at least 17 years of age at the time of registration. University of London general entrance requirements for degrees: An applicant must have passes in: either two subjects at GCE A level, and at least three further subjects at GCSE or GCE O level (at not less than grade C or a pass if taken prior to 1975) or three subjects at GCE A level (with one A Level at not less than grade D) or three subjects at GCE A level, and two further subjects at GCSE or GCE O Level (at not less than grade C) or two subjects at GCE A Level, and two further subjects at AS Level. The University may, at its discretion, accept other qualifications in place of those above. English language proficiency For awards at FHEQ levels 4, 5 or 6, applicants must provide satisfactory evidence showing that they have: 1. Passed acceptable examinations equivalent to GCSE/GCE O level English Language at grade C or above; or 2. Demonstrated fluency in academic English gained through either: a) Five years secondary schooling taught solely in English and/or passed GCE A levels or IB in essay based subjects; or b) Passed an International Foundation programme for UK HEI entry with a unit in English for Academic purposes (EAP) or its equivalent; or c) A full Postgraduate award, or a full first degree or Associate degree taught and examined in English from an institute that is acceptable to the University; or d) Have, within the past three years, passed a Diploma awarded by any of the polytechnics in Malaysia, Singapore or Hong Kong that is acceptable to the University; or e) Have, within the past three years, passed a test of proficiency in English language from an organisation acceptable to the University as outlined in the English Proficiency Schedule that is published by the University. The Qualifications for Entrance schedule can be found at: Where an applicant does not meet the prescribed English language proficiency requirements but believes that they can demonstrate the requisite proficiency for admission the University may, at its discretion, consider the application. Internet access All students are required to have regular internet access, allowing them to access the following resources: The student portal The University of London address Details of their student records 46

190 Programme resources on the VLE (as applicable) Programme resources on the University of London International Programmes website The Programme Specification and Regulations for their programme of study The University Regulations and the University of London International Programmes Student Charter In order to be considered for registration for an individual course or courses an applicant must demonstrate: the ability and readiness to study at undergraduate level. AND GCSE Maths at grade C or above or equivalent; AND GCSE English at grade C or above [or equivalent]. LTAS 7/5.4 A range of qualifications and/or suitable work experience may demonstrate a student s ability to study at Level 4 and students are encouraged to apply as each case will be considered by the University on an individual basis. Students with Specific Access Requirements Students with specific access requirements should refer to section 10 of the Detailed Regulations. The University of London International Programmes welcomes applications from students with disabilities and/or specific access requirements. It aims to provide the appropriate support to enable students with specific access requirements to have the same chance as all other students to successfully complete their studies. Every reasonable effort will be made to ensure that both the application procedure and the programme itself are organised and delivered to offer all students the opportunity to participate fully. Students with a disability or others who may need special arrangements to assist in taking examinations (such as separate room or special aids) should complete the relevant section of the application form, or contact the Inclusive Practice Manager. Requests will be considered by a University panel, which aims to ensure that students with specific access requirements are neither advantaged nor disadvantaged when compared with other students. Sources of funding and scholarships Information about potential sources of funding and scholarships is updated annually and available on the prospectus web pages. Progression and credit For information, please see Refer to section 6 of the Detailed regulations for the provision of individual courses. Students who successfully complete the assessment for one or more of the individual courses available as stand-alone courses may be considered for progression to the BSc, Diploma of Higher Education or Certificate of Higher Education in Psychology. Credit for the individual course or courses may also be considered provided that application is made within three years of the completion of the relevant course or courses. Neither progression nor credit is automatic. Credit value of courses Where credits are assigned to each course of a programme, credit indicates the amount of learning undertaken, and a specified credit level indicates the relative depth of learning involved. The credit value indicates the amount of learning in terms of notional study hours, and the level of learning in terms of depth, complexity and intellectual demand. 47

191 LTAS 7/5.4 For students registered for an individual course outlined in these regulations, credits are assigned as follows: 30 UK credits or 15 ECTS credits for a full course unit at FHEQ level 4, 5 or 6, or 15 UK credits or 7.5 ECTS credits for a half course unit at FHEQ level 4, 5 or 6 Further information about the credit systems used by universities in the UK and Europe is available in: The Higher Education Credit Framework for England, The Framework for Higher Education Qualifications in England, The European Credit Transfer and Accumulation System, Further Information Careers advice and resources The University of London s Careers Service can provide confidential advice and guidance appropriate to the diverse needs of students, at any stage of their career. Advisers can assist on an individual basis (including help with career planning, CV writing and interview technique), in small groups or online, through the e-advice service. Students may also make use of the dedicated careers library. The Alumni Association For further information, please see or Membership of the International Programmes Alumni Association is free and open to all former students of the University of London International Programmes. This is a diverse community of over 150,000 alumni in more than 190 countries, including local chapters and social networking groups, and with regular events, communications and opportunities to meet fellow alumni in many different parts of the world. The Association aims to provide past students with lifelong links to the School and each other, and is keen to foster a vibrant and active alumni community. All alumni are encouraged to register their details and participate further. For further information, please see and About this document Last revised: 4 April

192 Detailed regulations for the provision of individual courses 1 Individual courses available for study on a stand-alone basis 1.1 The following individual courses are available on a stand-alone basis: General foundations of psychology [PC1010] 30 credits Psychological development across the lifespan [PC1020] 15 credits Information processing and cognition [PC1030] 15 credits 1.2 LTAS 7/5.4 Appendix B gives course outlines. All credit bearing courses will accommodate no less than 50 notional study hours. Refer to Glossary for definition. Each individual course accommodates no less than 150 notional study hours 1.3 A student may take an unlimited number of modules on a stand-alone basis without being registered for a degree, postgraduate diploma or postgraduate certificate. 1.4 (GR) A student may apply to take any course available in the current year unless they have already received a related award, in which case they may not normally offer a course which is the same as, or equivalent to, a course previously taken. 1.5 (GR) Availability of courses may vary from year to year. 1.6 Full details are in section 6 Any prerequisites and/or advice on previous courses a student would be expected to have studied in order to undertake a particular course on a stand-alone basis is given under Appendix B. 1.7 A student who successfully completes the assessment for one or more of the individual courses available as stand-alone courses may be considered for progression to the BSc, Diploma of Higher Education or Certificate of Higher Education in Psychology. Credit for the individual course or courses may also be considered provided that application is made within three years of the completion of the relevant course or courses. Neither progression nor credit is automatic. 2 Registration Effective date of registration 2.1 (GR) A student registered for an award after 1 March 2012 and prior to 30 December 2012 will be given an effective date of registration of 30 November (GR) A student whose effective date of registration is 30 November in any year will be eligible to enter for examinations in the following calendar year for the first time. Period of registration 2.3 The maximum and minimum periods of registration will be: 49

193 Credit bearing individual courses Minimum Maximum 1 year 2 years 2.4 (GR) A student who is permitted to proceed from a credit bearing individual course to the related award will be given a new period of registration as an International Programmes student, effective from the date of registration for the related award. The maximum period of registration permitted will be the same as for all other students registered for the same award. 2.5 (GR) A student who has not completed all the requirements of the individual course within the maximum period of registration may apply to extend their registration for one further year or may apply to renew their registration for a further maximum period for the individual course(s) for which they are registered. Extension and renewal of registration is at the discretion of the University which will take into account the progress made by the student during any previous registration. If the student s application for extension or renewal is approved, the subsequent registration will be subject to the regulations that apply at the time of renewal. A fee will be payable. Procedures for renewal and extension of registration can be found on Confirmation of continuing study The continuing registration procedure is sent out annually to students. 2.6 (GR) To maintain their registration with the University, a student must confirm their continuing study annually and pay the appropriate fees by the given deadlines. 2.7 (GR) A student whose effective date of registration is 30 November in any year will be eligible to enter for examinations in the following calendar year for the first time. Cancellation of registration 2.8 (GR) A student may cancel their registration at any time. 50 LTAS 7/5.4 Section 10 gives refund information. Registration of former students of the University 2.9 (GR) In addition to satisfying the entrance requirements given in the Summary of provision for individual courses, an applicant who was previously either registered as an International Programmes student or enrolled at a College of the University of London must have paid the University or College all due fees and accounts. An applicant who fails to satisfy this condition will not be permitted to register, or to register again, for an individual course (GR) An applicant who has previously received a University of London award, or whose registration with the University was terminated because they had exhausted the permitted number of attempts at an examination, may apply to register again as an International Programmes student for a programme of study in a different subject or field of study (GR) A student who is permitted to register again will be required to pay a new registration fee. The student will receive a new maximum period of registration (GR) Registration of an applicant who has previously received a University of London award, or whose registration with the University was terminated due to exhausting the permitted number of attempts at an examination, for

194 a programme of study in the same subject or field of study, is at the discretion of the University and may not be permitted for all programmes. All applications will be considered on an individual basis (GR) It is at the University s discretion to determine whether a student who registers again for an award under paragraph 2.12 can receive credit for any courses previously passed (GR) A student who receives credit for subjects previously passed will not be permitted to re-enter the examination for those courses (GR) A student who is permitted to register again will be required to pay a new registration fee. The student will receive a new maximum period of registration. 3 Assessment 3.1 (GR) LTAS 7/5.4 See the Important Information in this document for information on changing regulations. An examination is governed by the regulations in force at the time of the examination and not at the time that a student was initially registered or first attempted the examination concerned, except where the conditions for changing regulations with notice apply. 3.2 (GR) A student may choose whether or not to be formally assessed in the individual courses for which they are registered. Students who choose to be formally assessed will be examined to the same standard as that required by students registered for the related degree, diploma or certificate. 3.3 (GR) Credit bearing individual courses will be assessed using the forms of assessment associated with the appropriate level of study. 3.4 (GR) A student sitting an examination must comply with the rules given in the Notice to Candidates, which accompanies the Admission Notice in addition to those given in this Section and in the Assessment Offences and Penalties section and the Progression from individual courses section. See section 5 and section 6 for information. 3.5 (GR) All examinations will be based on the course outlines/syllabuses that are current for the year of the examination concerned. A student must ensure that they have studied the correct syllabuses. 3.6 For each core Level 4 course, One coursework essay [up to 1,500 words or equivalent] for which students receive written feedback: 30% One exam [up to 2 hours or equivalent]: 70% E.g. o Section 1: multiple choice questions o Section 2: one written answer in the form of an essay See the Glossary for the definition of examination and written paper examination. 3.7 (GR) Where necessary, Examiners may change the format or rubric of a written paper examination, from that of the previous year, without giving prior notice to students. 51

195 3.8 (GR) Examinations by written paper are held at established examination centres worldwide. In countries where there is an established examination centre, a student must use the facilities provided by that centre. The University will not establish an alternative centre in those countries but will endeavour to assist those students requiring special examination arrangements where possible See the website for the list of examination centres: (GR) Oral and aural examinations, if applicable, are normally held only in London. Permission to take oral/aural examinations at an examination centre other than London is dependent on the ability of the examination centre to make arrangements acceptable to the University for the conduct of the examinations. A student for whom arrangements to take the oral/aural examinations outside of London cannot be made may apply for permission to take these examinations in London and the written paper examinations elsewhere in the United Kingdom and Ireland or overseas (GR) All examinations are held at the discretion of the examination centre and are subject to any conditions they may impose. Date of examinations 3.11 Written paper examinations take place in May each year (GR) At any examination session, all students will be examined by the same written paper examination, on the same date, at the same time, except where there are unavoidable delays in the arrangement. However, the University reserves the right to set different papers in the same subject in separate countries and in different time zones (GR) Where delays are unavoidable in countries other than the United Kingdom, the examination centre will arrange for the relevant examinations to be taken with as little deviation as possible from the original dates and times assigned to them. A student must abide by these revised arrangements. The University reserves the right not to mark an examination taken at a different time from that prescribed Coursework is due in the Autumn or Spring terms depending on when the course commences. A student should refer to relevant course forum on the Psychology VLE for a full submission timetable and for further details about submission requirements Coursework which is not submitted by the published deadline will be capped at 40%. Sitting examinations LTAS 7/5.4 The full examination entry procedure is in the student handbook. Or For the full examination entry procedure refer to (GR) A student who wishes to sit an examination in any given year must: have registered with the University as an International Programmes student for the individual courses concerned by 30 November of the previous year and have entered for the examination in accordance with the instructions and deadlines of the University and the appropriate examination centre and paid all relevant fees 52

196 LTAS 7/ (GR) A student is required to apply to the relevant examination centre for permission to sit the examination. The University cannot accept responsibility for making examination arrangements on behalf of a student. It is entirely at the examination centre s discretion to accept or refuse an entry to an examination (GR) A fee is normally charged by all examination centres. This fee is payable by a student each time they make an examination entry. The University is not responsible for this fee and cannot influence the level of fee charged (GR) A student must write the answers to all examinations in English, except where the syllabus or rubric for a written paper examination for a particular course indicates otherwise (GR) The University reserves the right to require a student sitting a written paper examination to remain in the examination room or its precincts for the duration of the relevant examination (GR) All examination scripts are the property of the University and will not be returned to students. All question papers will be retained by the University (GR) A student who finds handwriting difficult due to medical or learning difficulties must apply to the University for special arrangements to be made. The University will not transcribe illegible scripts. Any script deemed illegible by the Board of Examiners will be assigned a mark of zero and a fail result will be given. This will count as an examination attempt. In order to apply for special examination arrangements, contact [email protected] See also section 10, Students with special access requirements Materials and aids permitted within the examination room Aids permitted in examinations are noted under the course outlines in Appendix B 3.23 (GR) Examinations must be completed without aids, unless indicated otherwise in the course outlines/syllabuses. A definitive list of materials permitted in the examination room will also be sent to students who have entered an examination with the Admission Notice/timetable (GR) Without exception, electronic devices with communication capability are forbidden in the examinations. This includes personal digital assistants (PDAs) and mobile phones (GR) The use of calculators in the examination is strictly controlled. Calculators may only be used in examinations where indicated in the course description for the course concerned (GR) Calculators will not be provided by the University. A student is responsible for providing their own calculator and for ensuring that it is in working order for the examination. A student must ensure that they have an alternative means of calculation in case their calculator fails during the examination (i.e. a second calculator which must also comply with the specification below) or must be prepared to continue the examination without a calculator. Borrowing another student s calculator during the examination is not permitted. If a student uses an electronic calculator in an examination, they must indicate on their examination script the name and type of machine used (GR) Where calculators are permitted, the specifications listed below will apply, unless otherwise indicated in the course description and on the Notice for candidates for the course concerned. Calculators must: be hand held, compact and portable be quiet in operation 53

197 have no external wires be non-programmable not be capable of receiving, storing or displaying user supplied non-numerical data The use of a calculator that communicates or displays textual, graphical or algebraic information (other than error messages) is strictly forbidden (GR) If a student uses a calculator that does not comply with the above specification, they will be considered to have made an assessment offence and will be subject by the rules governing such offences. 54 See section 5 for assessment offences and penalties (GR) It is an examination offence to take into, or use in, the examination room any unauthorised materials or aids. A student must not take into the examination room, or consult during the examination, any books, notes, instruments or other materials or aids that are not permitted. All such materials or aids must be given to the Invigilator before the examination starts. A student who takes any unauthorised materials or aids into the examination room must hand them to the Invigilator when requested to do so. Illness during examinations 3.30 (GR) A student who thinks that illness or other circumstances may have affected their performance in an examination must immediately inform the Student Assessment Office ensuring that notification is received within three weeks of their last examination. A supporting medical certificate or other certification obtained at the time of illness must be provided at the same time. Notification received more than three weeks after the date of the last examination will not be taken into account. Contact details for the Student Assessment Office can be found at Administrative re-check of marks LTAS 7/5.4 See Students can request an administrative re-check of marks online, or contact [email protected] (GR) A student may apply to the University for their results to be re-checked if they think a mark received is due to an administrative error (GR) A student who wishes to apply for an administrative re-check of marks must do so by specific deadlines and by following the procedure set out on the University of London International Programmes website. A request for an administrative re-check of marks received after the given deadlines cannot be processed (GR) A student who wishes to apply for a re-check of marks must pay an administrative fee which is refundable in the event that an error is found (GR) The University will not consider appeals against examination results that are made on academic grounds. For information on the procedure for representations concerning the decisions of the Boards of Examiners, refer to the University of London Regulations, Non-credit bearing individual courses 3.35 (GR) Where offered, non-credit bearing individual courses are not formally assessed. Students may choose whether or not to be assessed in the non-credit bearing individual courses for which they are registered. See Brief summary for the provision of individual courses for information on the provision of non-credit bearing individual courses.

198 3.36 (GR) A student must write the answers to the assessment in English except where the syllabus or rubric for a written paper examination for a particular subject indicates otherwise (GR) The completion of non-credit bearing individual courses will not be taken into account for admission, or for credit, to a related or unrelated award. 4 Number of attempts permitted at an examination LTAS 7/5.4 Refer to section 2 for renewal of registration 4.1 (GR) A student who fails to satisfy the Examiners in an examination, and who has yet to satisfy the conditions to be considered for the respective award, may be permitted or required to make one further attempt at that examination. 4.2 (GR) The maximum number of attempts permitted at any examination of an individual course is two provided the student s registration has not expired. 4.3 (GR) A student who enters an examination hall to attempt a written paper examination will be considered to have made an examination attempt. Subject to the programme regulations, absence from an examination will not count as an attempt. 4.4 A student is considered to have made an attempt at any written paper examination if they are absent from that examination. The mark received for related compulsory assignments may be carried forward at the discretion of the Board of Examiners but the student will be expected to re-enter for the written examination at a subsequent entry. 4.5 A student who fails to submit compulsory assignments but sits the written examination is considered to have made an attempt at the course. The mark received for the written examination may be carried forward at the discretion of the Board of Examiners but the student will be expected to re-submit the compulsory assignments at a subsequent entry. 4.6 (GR) A student who receives a result of Pass, Fail or Retired in any examination will be considered to have made an attempt. 4.7 A student who fails a course having failed both the compulsory written assignments and unseen written paper, will be required to re-sit both elements of the examination. 4.8 A student who fails a course, having passed one element but not the other, will be required to re-sit the failed element. A student is not permitted to re-sit an element they have already passed. 4.9 A student who re-sits the assignment element of an examination will be required to submit a fresh assignment in answer to a new question or assignment topic. Refer to section 3 for further information (GR) A student may not make a second attempt at any examination (or element of examination) already passed. 55

199 LTAS 7/ (GR) The result awarded for a subsequent attempt at an examination will supersede mark or grade previously awarded for that examination unless provision is given in the detailed programme regulations. However all marks will appear on the diploma supplement (GR) If, on the final attempt at the examination for any individual course, a student receives the result Fail, their registration for the individual course will cease unless the Board of Examiners recommend otherwise. 5 Assessment offences and penalties 5.1 (GR) It is an examination offence for a student to take into, or use in, the examination room any unauthorised materials, aids, instruments or equipment which may be used to their advantage. A student must not take into the examination room, or consult during the examination, any books, notes, instruments or other materials or aids that are not permitted. This includes the use of unauthorised programmable calculators or the use of permitted materials that have been personally annotated such as statutes. All such materials or aids must be deposited with the Invigilator before the examination starts. A student who takes any unauthorised materials, aids, instruments or equipment into the examination room must surrender them to the Invigilator on request. Failure to comply with a reasonable request from an Invigilator constitutes an examination offence. For further rules on materials and aids permitted in the examination, see section 4. For fuller details on assessment offences and how to avoid them see the student handbook. 5.2 (GR) A student must not pass any information between themselves and another student during an examination of a written paper. This includes written, verbal and gestural communication. A student may not act in collusion with another student or any other person, nor copy from another student, their books, notes, instruments, computer files, other materials or aids, nor engage in any similar activity. Any of these activities constitutes an examination offence. 5.3 (GR) It is an examination offence to remove from the examination hall stationery or other materials that have been supplied by the University or examination centre for examination purposes. 5.4 (GR) Plagiarism is the copying and use of someone else s work, whether intentionally or unintentionally, as if it were the student s own. Another person s work includes any source that is published or unpublished including words, images, diagrams, formulae, audio recordings, computer code, ideas and judgements, discoveries and results. Plagiarism is an examination offence. 5.5 (GR) All work submitted as part of the requirements for any examination must therefore be expressed in the student s own words and incorporate their own ideas and judgements. 5.6 (GR) Software may be used, at the discretion of the University, to assist with the detection of plagiarism in individual elements or the whole part of a student s assessment 9for example assignments, projects, reports or dissertations). 5.7 (GR) Direct quotations from the published or unpublished work of another person must always be clearly identified as such and a full reference to the source must be provided in the proper form. A series of short quotations from several different sources, if not clearly identified as such, constitutes plagiarism in the same way as an unacknowledged quotation from a single source. Equally, if another person s ideas or judgements are summarised, students must refer to that person in the text and give details of the work to which reference is made. 5.8 (GR) It is an examination offence to submit work which has been written jointly by two or more persons, unless expressly permitted in section 4 of this booklet. 56

200 LTAS 7/ (GR) Assignments, essays, projects, reports, dissertations and other similar work must therefore be the student s own work and must be written without the assistance of other people, except where expressly permitted in section 3 of this booklet. A student will be required to submit a signed declaration for all such work submitted, stating that they understand what is meant by plagiarism, and confirming that the work submitted is entirely their own and that the use of published or unpublished works of other people has been acknowledged in accordance with the University s requirements (GR) It is the responsibility of the student to safeguard their assignments, essays, projects, reports, dissertations and other similar work and to prevent them from being copied by other students (GR) The examination offences listed above will be treated as cheating or irregularities of a similar character under the provisions of the Procedures for the Consideration of Allegations of Examination Offence of the University s Regulations (Regulation 1 Annex 6 and, as appropriate, Annex 7). Under these Regulations, students found to have committed an offence may have the results of their examinations withheld and may be excluded from all future examinations of the University. For the University s Regulations, see 6 Progression from individual courses Credit bearing courses 6.1 Each course accommodates no less than 150 notional study hours and a student may take as many courses as they wish without registering for an award within the Psychology programme. See Glossary for definitions of related and unrelated awards. 6.2 Successful completion by formal assessment of a credit bearing individual course or courses may be taken into account for progression to a related award or to transfer to an unrelated award. Credit for the individual course or courses may also be considered provided that application is made within three years of the completion of the relevant individual course or courses. Neither progression nor credit is automatic. 6.3 (GR) All applications for progression from an individual course taken on a stand-alone basis to a related award will be considered on an individual basis and permission to progress, and, where appropriate, to receive credit, will be at the discretion of the University. 6.4 (GR) A student who does not successfully complete the formal assessment for an individual course will be permitted to proceed to an award provided they satisfy the entrance requirements for that award. Such students may be required to cancel their existing registration and submit a fresh application for registration and comply with the Programme Regulations for the award. 6.5 (GR) The mark achieved for a credit bearing individual course may contribute to a related award(s), refer to the scheme of award for this/these programme(s). Non-credit bearing individual courses Refer to section 8 of the detailed regulations for these programmes. 6.6 (GR) Where offered as part of a programme the completion of a non-credit bearing individual course or courses will not be taken into account for admission or for credit, to a related or unrelated award. 57

201 6.7 (GR) A student who is registered for a non-credit bearing individual course or courses may apply to register for an award provided they satisfy the entrance requirements for the award concerned. Such students may be required to cancel their existing registration and submit a fresh application for registration and comply with the Programme Regulations for the award. 7 Marks 7.1 The pass mark for an individual course is 40. See Appendix C for information on how to achieve a particular mark. 7.2 (GR) A mark or grade awarded for an individual course will not replace any mark or grade for an award already awarded. 8 Receiving the Certificate of Registration and Certificate of Achievement LTAS 7/ (GR) All students registered with the University as an International Programmes student for individual courses will receive a certificate of registration provided that: they have complied with the Regulations in all respects and have made satisfactory payment to the University of all due fees. 8.2 (GR) A certificate of achievement will be presented to students who have satisfactorily completed the assessment of an individual course for which they are registered, provided that: they have also successfully completed any study requirements for the individual course concerned and have complied with the Regulations in all respect and have made satisfactory payment to the University of all due fees. 8.3 (GR) The University reserves the right not to present a certificate to a student who fails to satisfy any of the conditions specified in paragraphs 8.1 and 8.2. Receiving related awards 8.4 A student who has successfully completed the formal assessment of the relevant credit bearing course may apply to receive any related awards provided they satisfy the requirements for those awards and the application is made within three years of the completion of the relevant courses. 8.5 Information on assessment criteria and how a grade obtained for an individual course might contribute to a related award, for a student who progresses to such an award, are given in Section 8 of the Detailed Regulations for the awards. 58

202 9 Fees and refunds LTAS 7/5.4 Details of the fees payable will be given to students as they fall due. See also A fee is also normally payable to all examination centres other than London. The University is not responsible for this fee and cannot influence the level of fee charged. Fees 9.1 (GR) A student is required to pay the following fees for the individual course in full and in accordance with the University s deadlines: individual course fee payable for each course to be studied. examination re-entry fee payable by students who enter an examination on a second occasion, having failed on the first occasion. 9.2 (GR) The University reserves the right to change its published fees. The University also reserves the right to make additional charges. Fees are subject to annual revision. 9.3 (GR) Fees must be paid in accordance with the University s procedures and deadlines. See (GR) A student who is permitted to proceed from an individual course to an award will be required to pay: the relevant registration fee and the fee for the remaining courses. 9.5 (GR) A student who is permitted to renew their registration when the first period of registration expires will be required to pay a further fee for the individual course concerned. Refunds 9.6 (GR) Students can request a cancellation of any service and a full refund of the corresponding fees paid to the University by sending a request in writing (by , fax or post) that is received by the University within 7 working days of the original request for the service. If you make a payment after the due date, you are not eligible to claim a refund. 9.7 (GR) After the 7 working day period described in 9.6, application handling fees and examination entry fees, as applicable, are not refundable. Examination entry fees cannot be transferred from one examination to another. 9.8 (GR) After the 7 working day period described in 9.6, registration and continuing registration fees, as applicable, are not refundable except in the most exceptional circumstances. In these cases, a proportion of the registration and any continuing registration fees, as applicable, which have been paid may be refunded at the discretion of the University, provided that: the application is made within two years of the effective date of registration the student has not already entered an examination any required medical or other evidence is submitted. 9.9 (GR) In the event that a decision is taken by the University to withdraw a programme, any applicant who has not yet accepted an offer will be given a full refund of all fees within 30 days of their request for a refund. All registered students will be permitted to complete the programme according to the regulations on the notice period that applies for withdrawal of all University of London International Programmes. 59

203 See paragraph 5 in Important information regarding the Programme Specification and Regulations (GR) A student who registers for a programme for the first time may, at the discretion of the University, request a full refund of any fees paid for that programme for a period of up to 3 weeks after the publication of new Programme Specification and Regulations that will apply for the academic year in which the student initially registered to commence study (GR) In the event that there is a maximum quota of students for admission to a programme, registration fees and course fees (if applicable) will be refunded in full if a student attempts to register and is unable to do so because the quota for that year is full. 10 Students with specific access requirements 10.1 (GR) The University has an Inclusive Practice Policy for students with specific access requirements. LTAS 7/5.4 Specific access requirements include students with a disability or learning difficulty, students who are currently in prison and students who have legally imposed travel restrictions. For a full definition, see the Inclusive Practice Policy, (GR) As part of its policy for students with specific access requirements, the University will make every reasonable effort to accommodate the requirements of a student with a disability and/or specific access requirements by, wherever possible, providing any study materials in a different format (e.g. large print) or another medium, and/or by making special examination arrangements. If the University is unable to provide the study materials in the format that has been requested, the University will endeavour to make an alternative suggestion. Special examination arrangements 10.3 (GR) The University has a panel which considers special examination arrangements for students with a disability and/or specific access arrangements. The aim of the panel is to make sure that a student who has a special examination requirement is neither disadvantaged nor advantaged when compared to other students. The University cannot guarantee that special examination arrangements will be possible in every case. [email protected] 10.4 (GR) Applications for the use of special aids or for extra time in written paper examinations from students with a disability and/or specific access requirements may be considered (GR) Special arrangements for written paper examinations at an ad hoc examination centre may be made in very exceptional circumstances and then only in the United Kingdom. Arrangements cannot be made for oral or practical examinations to be held at an ad hoc centre, although (in exceptional cases) it may be possible to permit the use of special aids. Arrangements for written paper examinations to take place in a student s home cannot be made. Additional fees may be payable for arrangements at an ad hoc centre. An ad hoc examination centre is an examination centre which is not listed as a formally approved centre. An ad hoc examination centre can be arranged in certain circumstances, subject to the University s approval of a student s request. 60

204 11 Complaints, suspension and termination of registration LTAS 7/5.4 Complaints For more information refer to: (GR) If a student has a complaint against the University they should follow the Procedure for University of London International Programmes Student Complaints. Suspension and termination of registration by the University 11.2 (GR) If a student fails to pay the appropriate fees or breaches any relevant disciplinary or conduct code, the University reserves the right to apply the Code of Student Discipline and Suspension and Termination of Registration of Students in Debt process as described in the University of London Ordinances (Ordinance 17 and 18 respectively) (GR) A student s registration may be terminated where a student is found to have obtained an offer of registration on the basis of a fraudulent, dishonest or incomplete statement. 61

205 Appendix A Structure LTAS 7/5.4 Note: Students should note that the course code is given next to the course title in Appendix A and Appendix B of the Programme Specification and Detailed Regulations. Not all courses are necessarily available in any given year and students should refer to Appendix B for further information. Certificate of Higher Education in Psychology Students must offer courses to the value of 120 credits (6 courses) from following: Six core courses at Level 4 (120 credits) General foundations of psychology [PC1010] 30 credits Introduction to abnormal psychology [PC1060] 15 credits Psychological development across the lifespan [PC1020] 15 credits Introduction to the biology of behaviour [PC1040] 15 credits Introduction to cognitive psychology [PC1030] 15 credits Introduction to research methods [PC1050] 30 credits Diploma of Higher Education in Psychology Students must offer courses to the value of 240 credits (13 courses) from following: Six core courses at Level 4 (120 credits) General foundations of psychology [PC1010] 30 credits Introduction to abnormal psychology [PC1060] 15 credits Psychological development across the lifespan [PC1020] 15 credits Introduction to the biology of behaviour [PC1040] 15 credits Introduction to cognitive psychology [PC1030] 15 credits Introduction to research methods [PC1050] 30 credits + Seven core courses at Level 5 (120 credits) Biological basis of behaviour [PC2010] 15 credits Developmental psychology [PC2020] 15 credits Personality and individual differences [PC2030] 15 credits Social psychology [PC2040] 15 credits Cognitive psychology [PC2050] 15 credits Conceptual issues in psychology [PC2060] 15 credits Research methods [PC2070] 30 credits pre-requisite: Introduction to research methods [PC1050] Graduate Diploma in Psychology Students must offer courses to the value of 180 credits (7 courses) from following: Two core courses at Level 4 (60 credits) General foundations of psychology [PC1010] 30 credits Introduction to research methods [PC1050] 30 credits + 62

206 LTAS 7/5.4 One core course at Level 5 (30 credits) Research methods [PC2070] 30 credits + Four core courses at Level 6 (90 credits) Advanced research methods [PC3010] 15 credits pre-requisite: Research methods [code] Major research project proposal [PC3020] 15 credits pre-requisite: Advanced research methods [PC3010] Biological and cognitive approaches [PC3080] 30 credits Individual and social approaches [PC3110] 30 credits BSc Psychology Students must offer courses to the value of 360 credits (20 courses) from following: Six core courses at Level 4 (120 credits) General foundations of psychology [PC1010] 30 credits Introduction to abnormal psychology [PC1060] 15 credits Psychological development across the lifespan [PC1020] 15 credits Introduction to the biology of behaviour [PC1040] 15 credits Introduction to cognitive psychology [PC1030] 15 credits Introduction to research methods [PC1050] 30 credits + Seven core courses at Level 5 (120 credits) Biological basis of behaviour [PC2010] 15 credits Developmental psychology [PC2020] 15 credits Personality and individual differences [PC2030] 15 credits Social psychology [PC2040] 15 credits Cognitive psychology [PC2050] 15 credits Conceptual issues in psychology [PC2060] 15 credits Research Methods [PC2070] 30 credits pre-requisite: Introduction to research methods [PC1050] + Three core courses at Level 6 (45 credits) Advanced research methods [PC3010] 15 credits pre-requisite: Research methods [PC2070] Independent literature review [PC3090] 15 credits pre-requisite: Introduction to Research Methods [PC1050] Major research project proposal [PC3020] 15 credits pre-requisite: Advanced research methods [PC3010] + Five elective courses at Level 6 chosen from a list (75 credits) Refer to Level 6 elective courses list Note: a student must have completed all Level 5 courses before attempting the Major research project proposal. 63

207 Level 6 Elective courses LTAS 7/5.4 BSc Psychology students should refer to the following list in order to complete Level 6 courses. A student may not attempt any course which they are required to complete as a core course at Level 6. Organisational Psychology [PC3040] 15 credits Educational Psychology [PC3050] 15 credits Health Psychology [PC3060] 15 credits Advanced and applied social psychology [PC3070] 15 credits Psychology and Law [PC3030] 15 credits Cognitive Neuroscience [PC3100] 15 credits Advanced developmental psychology [PC3120] 15 credits Addictive Behaviours [PC3130] 15 credits Anomalistic Psychology: an exploration of pseudoscience [PC3140] 15 credits 64

208 Glossary of terms LTAS 7/5.4 A, B, C, D, E, F, G, I, L, M, N, O, P, Q, R, S, T, U, W Accreditation of prior learning (APL) Accreditation of prior learning (APL) is defined as the recognition of previously acquired learning which can be mapped against particular learning outcomes of courses or modules within a programme. A student who is awarded APL for a specific course or module is considered to be exempt from study and assessment of the course/module. This means that the student is considered to have completed the course/module for the purposes of progression within the programme. The mark obtained for a course/module for which APL has been awarded will not be carried forward to the student s record and will not contribute towards the award. Students should note that their transcript will identify any course/module for which APL has been granted, however, the mark obtained for a course/module for which APL has been granted will not be carried forward to the student s record and will not contribute towards the classification of the award. Accreditation of prior learning has previously been called exemption. Admission Notice An Admission Notice is provided to each student who has entered an examination. The Admission Notice contains the student's candidate number and confirmation of the dates and times of the examination(s) for which they have entered. Aegrotat degree This is an honours degree awarded without classification (i.e. an unclassified degree). A student registered for a degree at Level 6 of the FHEQ who is unable to sit one or more examinations to complete the award, or feels that their performance has been adversely affected, because of illness or another cause (eg the death or a near relative) can sometimes be awarded an Aegrotat degree. The award is made on the understanding that the student would otherwise have passed the degree. Annex The Annexes are part of the regulations and supplement the Detailed Regulations. Assessment Assessment is the means by which a student s ability, progress and achievement are measured against criteria. The purpose of assessment is for students to demonstrate that they have fulfilled the intended aims and learning outcomes of the programme of study and achieved the standard required for the award they seek. Assessment criteria The assessment criteria describe how to achieve a particular mark or result. Assessment criteria are based on the intended learning outcomes for the work being assessed, the knowledge, understanding and skills markers expect a student to display in the assessment task. Assessment criteria are given in an Annex to the Detailed Regulations. Award An award is a qualification. It may be a degree, diploma of higher education or certificate of higher education with a specific title. The level of each award is defined within the Framework for Higher Education Qualifications. Awarding body The awarding body refers to the institution that awards the student their degree. An International Programmes Student receives a University of London award, and therefore the University is the awarding body. 65

209 Board of Examiners A Board of Examiners is appointed for each programme or for each group of related programmes. The Lead College nominates Board members and these are then contracted to the University for their services. The Board of Examiners follows guidelines and regulations laid down by the University, part of which is to ensure that assessment is, and can be demonstrated to be, fair and impartial. A Board s responsibilities include the setting of papers, marking of scripts and determining student results. Compulsory course/module A compulsory course/module is an individual element which must be taken (i.e. the examination must be attempted) as part of the requirements for the programme concerned. Course/module Individual elements of a programme are called modules at postgraduate level and courses at undergraduate level for the University of London International Programmes. Each element is a self-contained, formally structured learning experience with a coherent and explicit set of learning outcomes and assessment criteria. Credit LTAS 7/5.4 The credit value of a course/module indicates both how much learning is expected and how hard it is (the level of difficulty). A student is awarded credit after they have successfully completed a course/module to which credit has been assigned. Each course/module to which credit has been assigned has only one level for its credit; qualifications/awards may include courses/modules with credit at more than one level. One credit represents 10 notional study hours. A bachelor s degree with honours normally includes the equivalent of a minimum of three years full-time study which would be expressed as 360 credits, or 3,600 notional study hours. If mapped to the European Credit Transfer and Accumulation System (ECTS), the 360 credits would be equivalent to 180 ECTS credits. For more information on academic credit in higher education in England, see Credit bearing individual courses/modules These are individual courses or modules that may be taken into account for admission, and for credit, to a related or unrelated degree or diploma provided the formal assessment of the course/module has been successfully completed. (See also individual course/module) Credit transfer A student may be considered for credit for a subject that was passed during a previous registration with the University of London or, in the case of the LLB degree, for studies towards an appropriate degree at another university acceptable to the University of London. Where credit is given, the mark obtained for the subject previously studied will be carried forward to the student's record and may contribute towards the award, in accordance with the scheme of award for the programme concerned. Diploma Supplement (see also Final diploma ) A Diploma Supplement is a document that accompanies every final diploma awarded to successful students. The model used was developed by the European Commission, Council of Europe and UNESCO/CEPES. The purpose of the supplement is to provide sufficient independent data to improve the international transparency and fair academic and professional recognition of awards. It provides a description of the nature, level, context, content and status of the studies that were pursued and successfully completed by the student. Included also is a detailed record of a student's examination results in the form of a transcript. Diploma teaching institutions Students who are registered for some named Diploma awards are required to attend a Diploma teaching institution that has been recognised by the University of London International Academy for teaching the 66

210 diploma. Diploma teaching institutions are only recognised to teach diplomas once they have applied and been inspected by the Lead College against established criteria. Effective date of registration All students are given an effective date of registration. The effective date of registration may differ from the date on which the student actually registered. Some programmes have one or more effective dates of registration. The effective date of registration indicates the point from which the length of a student's registration is calculated. It determines the year in which a student may first enter an examination and when their registration expires. Examination The term examination refers to all the methods used to examine the student in a particular course/module. Methods include a written paper examination, coursework, project, dissertation, or online participation requirements. (See also assessment.) Examination attempt A student who enters an examination room to attempt a written paper examination will be considered to have made an examination attempt. Examination centre An examination centre is a place where a student goes to attempt their written paper examinations. The University has approved examination centres worldwide. Students are required to sit any written paper examinations at one of these centres. Exclusion Where courses/modules may not be taken together under any circumstances, normally because there is an overlap in content. Final diploma The final diploma is the certificate (or parchment) that a student receives from the University when they have successfully completed an award of the University. Formal assessment This is the means by which credit bearing individual courses/modules are examined. The forms of assessment associated with the appropriate level of study are used. Framework for Higher Education Qualifications (FHEQ) The FHEQ forms part of the academic infrastructure of the Quality Assurance Agency for Higher Education (QAA) in England and Wales. University of London awards are identified as being at one of the levels contained within the FHEQ. General regulations General regulations establish threshold requirements upon which programme-specific regulations are based. Guidelines for Examinations The Guidelines for Examinations contain the details of the responsibilities and conduct of examinations for University of London International Programmes. Individual courses/modules LTAS 7/5.4 For some programmes, a student may register for individual courses/modules (also referred to as short courses or career and personal development study in some instances). Individual courses/modules do not lead to an award but may be considered for entry and/or credit towards, a programme leading to an award. There are separate regulations governing provision of individual courses/modules. 67

211 Intermediate award A student who withdraws before completing the target award may be offered an intermediate award. Any criteria for obtaining an intermediate award are set out in Section 8, Scheme of award, in the detailed programme regulations. International Programmes Student A student who is registered with the University of London International Academy, studying for one of the University of London International Programmes. (Previously referred to as an External student.) Laws Consortium The group of University of London Colleges that has responsibility for the academic management and development of the undergraduate Laws programme. Lead College A single College or Institute (the Lead College) has responsibility for the academic management and development of individual programmes of study and related student matters. Learning outcomes Statement of what a learner/student is expected to know, understand and /or be able to demonstrate after completion of a process of learning. Module/course Individual elements of a programme are called modules at postgraduate level and courses at undergraduate level for the University of London International Programmes. Each element is a self-contained, formally structured learning experience with a coherent and explicit set of learning outcomes and assessment criteria. Non-credit bearing individual courses/modules These are individual courses/modules that may not be taken into account for admission to a related or unrelated degree or diploma. No credit or accreditation of prior learning for the related or unrelated degree or diploma will be given. Notice to Candidates The Notice to Candidates contains the prescribed rules for the examination. The notice to candidates is provided to students together with the Admission Notice. Notional study hours Notional study hours give an indication of the number of hours it will take an average student to meet a specific set of learning outcomes of a particular course/module or a full diploma/degree. Occasional student LTAS 7/5.4 For some undergraduate programmes, a student who is not registered for a full degree, diploma or certificate as an International Programmes Student may register as an Occasional student to take one or more subjects. An Occasional student does not receive an award but receives a certificate of completion for subjects for which an examination is passed. With effect from 1 September 2010, a student will no longer be able to register under Occasional student and Supplementary subjects arrangements. Plagiarism Plagiarism is the presentation of another person s thoughts or words as if they were the student s own: for example, copying from text books and other sources (including the Internet) without due acknowledgement that the passages quoted are copied and without giving the source of those passages. 68

212 Prerequisite A prerequisite is a specified course/module/ that must be passed before the student is permitted to attempt the examination for another particular course/module. Programme or programme of study A programme or programme of study is a structured pathway (or pathways) of learning designed to equip a person with knowledge, understanding, subject specific skills and key skills relevant to the requirements for an award. It usually leads to an award. Programme Specification A Programme Specification is a concise description of the intended learning outcomes of a programme, and the means by which the outcomes are achieved and demonstrated. It gives a concise description of the key parameters of the programme concerned. The Programme Specification is regulatory in nature and is supplemented by the Detailed Regulations. Progression Progression is the term given to the process by which a student proceeds within a particular programme of study. In order to progress a student must satisfy certain conditions, usually involving attempting and passing a certain number of courses/modules. Quota A quota is a set number of students who may be registered in any given year. When a specific programme has a quota, applicants who meet the entrance requirements will be given a conditional offer of registration. Registration will then be confirmed on payment of the appropriate fee and if the quota for that year has not yet been met. A student whose registration is not confirmed will be made a conditional offer of registration for the following study year. Related/unrelated programme Where an individual course/module is associated with a particular degree, diploma and/or certificate, these are referred to as related programmes. Unrelated programmes are those which have no association with the individual courses/modules. Scheme of award The scheme of award shows how marks are awarded and how a student's results are calculated both for individual courses/modules/ and for the award as a whole. Short courses See individual courses/modules Syllabus The syllabus (also referred to as course/module outline) gives a detailed description of the content of a course/module and its intended learning outcomes. All Programme Specifications and Detailed Regulations have an annex with a detailed syllabus for the respective programme. Student Handbook There is a student handbook or manual for most programmes offered to International Programmes Students. The handbook contains advice and guidance for students on academic and practical matters including important procedures. Subject benchmark LTAS 7/5.4 Subject benchmarks set out expectations about standards of degrees in a range of subject areas, as defined by the QAA. They describe what gives a discipline its coherence and identity, and define what can be expected of a graduate in terms of the abilities and skills needed to develop understanding or competence in the subject. 69

213 Supplementary subjects LTAS 7/5.4 For some programmes, a student who has already been awarded a degree or other award as an International Programmes Student may apply to register for additional subjects from that same programme. These are called 'Supplementary subjects'. With effect from 1 September 2010, a student will no longer be able to register under Occasional student and Supplementary subjects arrangements. Transcript The University will issue an official transcript which shows the courses/modules a student has studied and the marks a student has obtained for each course/module. The transcript will hold the signature of the Chief Operating Officer of the University of London International Programmes and his embossed Seal. Transfer Transfer is the process by which students may move between programmes in accordance with specific rules. Where the transfer is from diploma (or access route) to degree this is sometimes referred to as 'progression' as the student is considered to be moving from level of award to another level. University The University of London. The University of London is a federation of independent Colleges and Central Academic Bodies University of London International Academy A Central Academic Body of the University of London collaborating with twelve Lead Colleges. The product of this collaboration is the University of London International Programmes University of London International Programmes The Colleges of the University of London and the University of London International Academy collaborate to deliver the University of London International Programmes. Written paper examination A written paper examination is an examination which the student writes in a controlled environment. These are the examinations that are taken at examination centres worldwide. A time limit is given and students are not permitted to use any aids, except where these are indicated in the Detailed Regulations or Notice to Candidates. 70

214 Related documents and other sources of information LTAS 7/5.4 Student Handbook/manual For most programmes there is a Student Handbook or manual. Typically they contain information on procedures that students will need to follow, with important dates, and academic advice and guidance on how to study and prepare for examinations. Where available for a programme, the handbook/manual is sent to students when they register and usually annually when any relevant fees are paid. See: Admission Notice and Notice to Candidates An Admission Notice is provided to each student who has entered an examination. The Admission Notice contains the student's candidate number and confirmation of the dates and times of the examination(s) for which they have entered. The Notice to Candidates contains the prescribed rules for the examination. The notice to candidates is provided to students together with the Admission Notice. These are sent to each student who enters an examination. Further information is in the Student Handbook/manual. Student complaints procedure The University has a procedure for considering complaints made by International Programmes Students. The objective is to solve problems quickly, simply and fairly. See: Framework for Higher Education Qualifications (FHEQ) The FHEQ forms part of the academic infrastructure of the Quality Assurance Agency for Higher Education (QAA) in England and Wales. University of London awards are identified as being at one of the levels contained within the FHEQ. See: List of examination centres An examination centre is a place where a student goes to attempt their written paper examinations. The University has approved examination centres worldwide. Students are required to sit any written paper examinations at one of these centres. See: List of institutions with Diploma Teaching status For some undergraduate diplomas, registered students are required to attend a teaching institution that has Diploma Teaching status. Diploma Teaching status is granted to a teaching institution through application by the institution and inspection by the Lead College (or Undergraduate Laws Programme) against its established criteria. Details are in the Regulations. See also How you study for the relevant programmes on the University of London International Programmes website: Guidelines for Examinations These guidelines contain the details of the responsibilities and conduct of University of London International Academy Boards of Examiners See: 71

215 Quality Framework The Quality Framework outlines the key principles in which the quality assurance partnership between the central University and the Lead Colleges/Consortia is based See: Inclusive Practice Policy The University has a policy by which the needs of students with disabilities and/or specific access requirements are considered in terms of both their studies and their examinations. More information can be found on: LTAS 7/5.4 Student Charter The University has a Student Charter which is intended to state key mutual obligations between the University of London International Programmes and its International Programmes Students See: 72

216 LTAS 7/5.5 OVERVIEW OF AWARDS AND THE COURSES THAT CONTRIBUTE TO EACH BSc (Hons) (Psych) Grad Dip (Psych) Dip HE (Psych) Cert HE (Psych) LEVEL 4 Birkbeck General Foundations of Psychology (30 credits) Core Core Core Core Royal Holloway Psychological Development Across the Lifespan (15 credits) Core Core Core Goldsmiths Introduction to Cognitive Psychology (15 credits) Core Core Core Goldsmiths Introduction to the Biology of Behaviour (15 credits) Core Core Core Birkbeck Introduction to Research Methods (30 credits) Core Core Core Core Royal Holloway Introduction to Abnormal Psychology (15 credits) Core Core Core LEVEL 5 Birkbeck Research Methods (30 credits) Core* Core* Core* Goldsmiths Personality and Individual Differences (15 credits) Core Core Royal Holloway Social Psychology (15 credits) Core Core Goldsmiths Cognitive Psychology (15 credits) Core Core Royal Holloway Developmental Psychology (15 credits) Core Core Goldsmiths Biological Basis of Behaviour (15 credits) Core Core Royal Holloway Conceptual Issues in Psychology (15 credits) Core Core LEVEL 6 Birkbeck Advanced Research Methods (15 credits) Core* Core* Royal Holloway Independent Literature Review (15 credits) Core* Birkbeck Major Research Project Proposal (15credits) Core* Core* Birkbeck Organisational Psychology (15 credits) Option Royal Holloway Educational Psychology (15 credits) Option Birkbeck Health Psychology (15 credits) Option Royal Holloway Advanced and Applied Social Psychology (15 credits) Option Goldsmiths Psychology and Law (15 credits) Option Goldsmiths Cognitive Neuroscience (15 credits) Option Royal Holloway Advanced Developmental Psychology (15 credits) Option Goldsmiths Addictive Behaviours (15) Option Goldsmiths Anomalistic Psychology: an Exploration of Pseudoscience (15 Option credits) Goldsmiths Biological and Cognitive Approaches (30 credits) Core Royal Holloway Individual and Social Approaches (30 credits) Core *These courses have prerequisites

217 LTAS 7/5.5 Assessment map (summative) Coursework: (summative) % Examination: (summative) % LEVEL 4 Birkbeck Royal Holloway Goldsmiths Goldsmiths Birkbeck General Foundations of Psychology (30 credits) Psychological Development Across the Lifespan (15 credits) Introduction to Cognitive Psychology (15 credits) Introduction to the Biology of Behaviour (15 credits) Introduction to Research Methods (30 credits) Two essays (1,500 words each) One essay (1,500 words) One essay (1,500 words) One essay (1,500 words) Two Lab Reports (1,500 words each) 30% (15% x 2) One 3 hour exam: Section 1: multiple choice questions Section 2: two essay questions 30% One 2 hour exam: Section 1: multiple choice questions Section 2: one essay question 30% One 2 hour exam: Section 1: multiple choice questions Section 2: one essay question 30% One 2 hour exam: Section 1: multiple choice questions Section 2: one essay question 30% (15% x 2) One 2.5 hour exam: Section A: Short answers to seven questions about experimental design and statistical analysis Section B: Comments on the design of simple experiments and interpretation of results Section C: Theoretical and practical questions on experimental design and analysis. 70% 70% 70% 70% 70% Royal Holloway Introduction to Abnormal Psychology (15 credits) One essay (1,500 words) LEVEL 5 Birkbeck Research Methods (30 credits) Three Lab Reports: Experiment 1 Experiment 2 or 3 Experiment 3 or 4 Goldsmiths Personality and Individual Differences (15 credits) One essay (2,000 words or equivalent) Royal Holloway Social Psychology (15 credits) One essay (2,000 words or equivalent) Goldsmiths Cognitive Psychology (15 credits) One essay (2,000 words or equivalent) Royal Holloway Developmental Psychology (15 credits) Goldsmiths Biological Basis of Behaviour (15 credits) Royal Holloway Conceptual Issues in Psychology (15 credits) One essay (2,000 words or equivalent) One essay (2,000 words or equivalent) One essay (2,000 words or equivalent) One 45 minute open book SPSS quiz 10% Successful completion is a requirement of passing the course 30% One 2 hour exam: 70% Section 1: multiple choice questions Section 2: one essay question 10% 15% One 2.5 hours written examination 60% 15% 30% One 2 hour exam: Section 1: multiple choice questions Section 2: one essay chosen from three questions 30% One 2 hour exam: Section 1: multiple choice questions Section 2: one essay chosen from three questions 30% One 2 hour exam: Section 1: multiple choice questions Section 2: one essay chosen from three questions 30% One 2 hour exam: Section 1: multiple choice questions Section 2: one essay chosen from three questions 30% One 2 hour exam: Section 1: multiple choice questions Section 2: one essay chosen from three questions 30% One 2 hour exam: Section 1: multiple choice questions Section 2: one essay chosen from three questions 70% 70% 70% 70% 70% 70%

218 LTAS 7/5.5 Birkbeck Advanced Research Methods (15 credits) Royal Holloway Independent Literature Review (15 credits) Birkbeck Major Research Project Proposal (15credits) LEVEL 6 One project report ( words excluding references and appendices), in the style of a classic empirical write-up including title, abstract, background, hypotheses, methodology, results, conclusion and references in APA style. One essay (6,000-7,500 words) in the style of a published review article. Two reports: First report (2000 words): first draft of research question Second report (4000 words): research proposal TBC Birkbeck Organisational Psychology (15 credits) Royal Holloway Educational Psychology (15 credits) One essay (2,000 words or equivalent) Birkbeck Health Psychology (15 credits) One essay (2,000 words or equivalent) Royal Holloway Advanced and Applied Social Psychology (15 credits) One written report (up to 2,500 words) Goldsmiths Psychology and Law (15 credits) One written response to a letter or article (300 words) Goldsmiths Cognitive Neuroscience (15 credits) One research proposal (up to 2,500 words) Royal Holloway Advanced Developmental Coursework (up Psychology (15 credits) to 2,500 words) Goldsmiths Addictive Behaviours (15) Coursework (up to 2,500 words) Goldsmiths Goldsmiths Royal Holloway Anomalistic Psychology: an Exploration of Pseudoscience (15 credits) Biological and Cognitive Approaches (30 credits) Individual and Social Approaches (30 credits) One essay (1,500-2,000 words) in the form of a popular science article on a controversial topic within anomalistic psychology Two essays (2,500 words each) Two essays (2,500 words each) 30% One 2.5 hour exam: Section A: contains three questions, one of which must be answered. Section B: all parts of must be answered. 100% 100% TBC 30% One 2 hour exam: Section 1: multiple choice questions Section 2: one essay chosen from three questions 30% One 2 hour exam: Section 1: multiple choice questions Section 2: one essay chosen from three questions 50% One 2 hour exam: Two essays from a choice of five 70% 70% 70% 50% 30% One 2 hour exam 70% 50% One 2 hour exam 70% 30% One 2 hour exam 70% 30% One 2 hour exam 70% 30% One 2 hour exam 70% 30% (15% x 2) 30% (15% x 2) One 3 hour exam: 70% One 3 hour exam: 70% *These courses have prerequisites