PROGRAMME SPECIFICATION Postgraduate Diploma / Master of Science Psychology

Faculty of Education, Health and Sciences PROGRAMME SPECIFICATION Postgraduate Diploma / Master of Science Psychology Valid from September 2012 www.derby.ac.uk/ehs 1

CONTENTS SECTION ONE: GENERAL INFORMATION... 1 SECTION TWO: OVERVIEW AND PROGRAMME AIMS... 3 SECTION THREE: PROGRAMME LEARNING OUTCOMES... 4 SECTION FOUR: PROGRAMME STRUCTURE... 5 SECTION FIVE: PROGRAMME DELIVERY... 8 SECTION SIX: ADMISSIONS... 10 SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE... 11 SECTION EIGHT: POST PROGRAMME OPPORTUNITIES... 12 SECTION NINE: EMPLOYER LINKS... 12 APPENDIX 1: CURRICULUM MAP... 13

SECTION ONE: GENERAL INFORMATION Programme Title(s) MSc Psychology Postgraduate Diploma Psychology Award title and interim awards Postgraduate Certificate in Psychology Postgraduate Diploma in Psychology MSc in Psychology Mode of Study E-learning: full-time or part-time. Programme start date/review date Start date 2012 Period of validation: Indefinite Awarding Institution University of Derby Faculty Managing the Programme Education Health and Sciences Relevant external subject benchmark statement(s) There are no specific Quality Assurance Agency (QAA) subject benchmark statements for Master s programmes in Psychology, however, the programme is designed to comply with the QAA framework for Higher Education qualifications, in that the descriptor for a Higher Education qualification at Level 7: Master s degree, is met by all students completing the MSc stage. The programme is also designed to comply with the QAA Code of Practice for the Assurance of Academic Quality and Standards in Higher Education, Section 2: Collaborative Flexible and Distance Learning (including E-Learning), in that the precepts outlined in Part B (aspects specific to flexible and distribute learning) are met by adherence to University policies and procedures. As a conversion course, the programme is designed to further comply with the Honours Degree Benchmark Statement for Psychology (QAA for Higher Education 2007). To this end, this conversion programme will observe the following defining principles as set out in section 5.4 of the Quality Assurance Agency s Subject Benchmark Statement for Psychology (2007): 1

The Psychology subject benchmarks also identify the need for students to acquire a range of generic skills, including the ability to communicate and to critically evaluate multiple perspectives in psychology. The core modules offered on this conversion programme will provide students with a solid foundation in many of the skills identified in section 4.b.iii of the Psychology Subject Benchmarks. The learning and assessment strategies used across the Psychology programmes have been selected to further develop specific skills (e.g., communication skills, critical thinking, and research skills). In line with the aim of the existing Psychology provision, the conversion programme is designed to attract approval by the British Psychological Society as providing the Graduate Basis for Chartership, as detailed in the Society s Royal Charter [Statute 12(3) (a) (I) and (ii)]. These benchmarks feed directly into the programme learning outcomes stated. External Accreditation/Recognition The revised programme is to be submitted for accreditation by the British Psychological Society as providing the Graduate Basis for Chartership (GBC). Students exiting with 120 credits at the diploma stage must also have 60 credits of prior psychology experience. Where appropriate, students will be offered a place on our 60 credit University Certificate in Psychology prior to enrolling on the PG Diploma to meet the British Psychological Society requirements. In order to bestow GBC the programme curriculum must cover the following syllabus: Biological Psychology, Cognitive Psychology, Developmental Psychology, Individual Differences, Social Psychology, Conceptual and Historical Issues in Psychology, Research Methods and an Empirical Project We address this curriculum by mapping modules on to the curriculum areas. We have opted to embed the Conceptual and Historical Issues in Psychology element of the syllabus across the curriculum. We cover this material by including, as part of the introduction to each module an overview of the historical and conceptual development in that particular core area. In addition, psychology as a science is considered in Cognition, Biological Bases of Behaviour and Investigation and Analysis with a critical perspective of this presented in Social and Developmental Psychology; along with the social, political and cultural construction of psychology; Individual differences covers cultural issues and integration across perspectives and ethical issues in psychology are central to the research methods and research project modules. JACS Code(s) C800 Programme specification last updated May 2012 2

SECTION TWO: OVERVIEW AND PROGRAMME AIMS Overview This programme is designed to open up careers in psychology to students who cannot access psychology conversion courses via traditional campus based delivery. This programme will provide a conversion pathway capable of giving students the Graduate Basis for Chartership (GBC) status as awarded by the British Psychological Society (BPS) from a purely online degree. Our provision will offer the first e-learning conversion course. This will open up the possibility of obtaining GBC to a wide range of UK, EU and international students. For students who wish to pursue careers as Chartered Psychologists, gaining GBC is the first step towards gaining Chartered status. The programme presented here allows students to study 120 credits of Psychology for a Postgraduate Diploma, or 180 credits of Psychology for the MSc award (a minimum of 180 credits in Psychology is required to obtain GBC). The conversion course thus exists to enable such students to gain their GBC status from further study. Obtaining GBC keeps open the widest range of training, development and employment opportunities in psychology. Completion of an accredited programme, moreover, offers graduates a clear route to Society membership, and therefore access to the full range of membership benefits, including services, publications, conferences, training and networking opportunities. Programme Aims a) produce a scientific understanding of mind, brain, behaviour, and experience, and of the complex interactions between these. b) presents multiple perspectives in a way that fosters critical evaluation including the ability to integrate ideas and findings across the multiple perspectives in psychology and to recognise distinctive psychological approaches to relevant issues. c) lead to an understanding of real life applications of theory to the full range of experience and behaviour. d) develop an understanding of the role of empirical evidence in the creation and constraint of theory and also in how theory guides the collection and interpretation of empirical data. e) include the acquisition and knowledge of a range of research skills and methods for investigating experience and behaviour, culminating in an ability to conduct research independently. f) develop the ability to generate and explore hypotheses and research questions, present and evaluate research findings; and to analyse data using both quantitative and qualitative methods. g) develop knowledge leading to an ability to appreciate and critically evaluate theory, research findings, and applications. 3

SECTION THREE: PROGRAMME LEARNING OUTCOMES Students who successfully complete the MSc/PG Diploma Psychology programme will meet the following learning outcomes, commensurate with level M in the framework for higher education qualifications. Outcomes are grouped into the four headings of Knowledge and Understanding, Intellectual Skills, Subject-Specific Skills, and Transferable skills. Knowledge and Understanding: 1. Understand the scientific underpinnings of psychology as a discipline, its historical origins, development and limitations. 2. Recognise the inherent variability and diversity of psychological functioning and its significance. 3. Demonstrate systematic knowledge and critical understanding of a range of influences on psychological functioning and how they are conceptualised across the core areas in psychology. 4. Demonstrate deep and detailed contemporary knowledge of research within the core areas of Psychology. 5. Demonstrate a systematic knowledge of a range of research paradigms, research methods and measurement techniques, including statistical analysis, and be aware of their limitations. 6. Understand the ethical standards and guidelines of the British Psychological Society. Intellectual skills 7. Analyse and interpret psychological evidence 8. Apply critical reasoning and evaluation 9. Identify and solve problems relevant to psychology. Practical and Subject-Specific Skills 10. Draw upon a broad range of psychological expertise based on academic knowledge, skills, and a range of qualitative and quantitative research skills, including the use and reporting of psychological models. 11. Make explicit links between the scientific and theoretical background material and its practical application, thereby developing a scholarly and critical approach to the scientific foundations of psychology. 12. Develop mastery of, and ability to generate research questions and hypotheses and undertake an intensive empirical study and research in a chosen specialist area. Transferable Skills 13. Be able to communicate effectively 14. Be competent in the application of number 15. Be able to work productively with others 16. Be competent in the use of information technology 17. Be able to effectively manage own learning 18. Have competent problem solving skills 19. Have competent observation skills 4

SECTION FOUR: PROGRAMME STRUCTURE The programme is delivered by online distance learning or e-learning. It is a flexible Level 7 modular course that can be studied over a period of one to six years depending on the students requirements and employment. Normally part-time students study three modules a year (one module per term) and complete the PG Diploma in two years. Students without work commitments can complete the PG Diploma in a calendar year through taking two modules a term and continuing study over the summer. In consultation with the programme leader students with varying work commitments can increase or decrease the number of modules studied per term (within the parameters specified by the University regulations). Students completing the full MSc Psychology can opt to enrol on an optional module that can be taken from any of the Level 7 provision in the subject area (MSc Health Psychology, MSc Ergonomics), subject to availability and Programme Leader approval. Typical Time Table Whilst the programme structure above allows flexibility of credit based awards, there will be a defined module timetable based on the need to only teach modules once in an academic year and the need to provide academic progression for those starting the programme especially as many are returning to study. For example the PG Certificate will typically consist of the following modules: Investigation and Analysis; Cognition Behaviour and Performance and Individual differences. However, as only the empirical project modules have pre-requisites and co-requisites there is much room for flexibility. Module Module title Credits Term Status Code 7PS502 Individual differences 20 Autumn Prescribed 7PS503 Investigations and 20 Autumn Prescribed Analysis 7PS501 Cognition, Behaviour 20 Spring Prescribed and Performance 7PS506 Social & Developmental 20 Spring Prescribed Psychology 7PS500 Biological Bases of 20 Summer Prescribed Behaviour 7PS505 Research Project (Diploma) 20 Any (long and thin over two PG Diploma exit only terms) Optional module 20 Subject to MSc exit only 7PS999 Masters Research Project availability 60 Any (Through module) Optional modules (one from): Advanced Quantitative Methods 7PS522 Advanced Qualitative Methods 7PS523 Health Promotion and Behavioural Change 7PS521 Psychology of Health and Illness 7PS520 Approaches in Ergonomics -7PS511 Physical Characteristics & Ergonomics 7PS515 Systems and Ergonomics 7PS516 Ergonomics & Design 7PS512 Human Behaviour & Health 7PS513 Organisational Psychology 7PS514 MSc only 5

Example Study Patterns Full Time Study Pattern for PG Diploma exit Autumn Online Induction (0 credits) Investigation and Analysis (20 credits) Individual differences (20 credits) Summer Spring Cognition, Behaviour and Performance (20 credits) Biological Bases of Behaviour (20 credits) Social and Developmental Psychology (20 credits) Research Project (Diploma exit only) (20 credits) PG Cert PG Dip Note that the Research Project is a through module that can start in any term of the diploma stage. 6

2 Year Study pattern for MSc Summer Spring Autumn LEVEL 7 Note that the Masters Research Project is a through module that can start in any term of the diploma stage. Personal Development Planning (PDP) Personal Development Planning (PDP) is a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development. Through their PDP students should be able to: identify and reflect on existing skills, working, professional and other experiences, reflect on how their study will meet their professional and personal needs and review progress and achievement. The programme includes a compulsory, non-credit bearing, enrolment and induction module and a non-credit bearing suite of PDP activities. This module combines key pieces of information from the programme handbook, programme specification, the Psychology coursework guidelines and information and advice about the skill development and PDP. Students will also be required to complete a portfolio in which they will keep a record of their PDP activities. This process will be facilitated and supported by their personal tutor. The aim of this is to facilitate the integration of the academic and practical aspects of the Masters programme and to enable students to recognise the efficacy of this combination. Further PDP opportunities are embedded throughout the modules on the programme. 7

SECTION FIVE: PROGRAMME DELIVERY Learning and Teaching Methods Our learning and teaching methods strategy has the following aims To recognise the specific challenges of studying online and implement teaching strategies designed to combat these challenges To utilise teaching, learning and support methods which effectively develop students abilities as independent learners. To use a variety of teaching methods, appropriate to the needs of students and to the intended learning outcomes. The programme aims and learning outcomes are achieved via the modules which are taught and assessed according to the strategy detailed below. E-learning, a form of distance learning was chosen as the mode of study in order to meet demand of potential students. Module materials are delivered online and involve a range of online delivery modes including audio files, Adobe presenter PowerPoint shows with audio, videos and text based material. The mode of delivery also allows discussion points, e-tivities and interactive quizzes. The modules also provide a framework for students to learn independently and discover the knowledge relevant to their particular needs. Students are expected to take responsibility for their own learning. At the University of Derby we recognise that studying online can be an isolating experience, which in itself can be de-motivating. We therefore use teaching methods which help to overcome feelings of isolation and actively work towards building an active learning community. One of the key methods we use is collaborative learning; that is working together with other students to explore psychological concepts. This involves extensive use of electronic discussion boards to share and explore ideas both within groups of students and between students and tutors. We have found that this approach successfully develops communities of learning. Another strategy we use to help students with their learning are formative activities. A formative activity is work that is not graded but which is designed with the specific aim of helping students to understand the course materials and to gain feedback on their performance. This feedback can either be from other students, or from members of staff. We take an innovative approach to addressing the need for practical skills and experience for our students; we are developing a virtual e-lab which will be presented via standard Blackboard web pages and within the 3D virtual world Second Life. It will offer interactive simulations of laboratory techniques, equipment and research procedures which will be embedded throughout the curriculum. On the programme students will enter the immersive 3D virtual world at the University of Derby s virtual campus Psychology area in Second Life. The area is protected from public access and equipped with the latest 3D virtual world functionality. This includes; virtual lecture theatres, seminar rooms, multi-media library, Cognitive and Social Psychology laboratories, meeting spaces and presentation, induction and help areas. Following induction students will enter a communal area in which they can work together or engage with the virtual world activities on their own. This area will present a choice of three regions where students can flexibly engage with the Developmental Psychology, Biopsychology or the Qualitative Methods demonstrations and activities. 8

All students are required to comply with research governance and ethical principles whilst undertaking their programme of study. This is of particular importance when conducting research involving other people e.g., for module assessments or Independent Studies. Information on these principles can be found on the University web site at www.derby.ac.uk/research/ethics-and-governance. Students are also required to adhere to the British Psychological Society s code of ethics and maintain confidentiality at all times in assessed work. Information on the code can be found on the BPS web-pages: http://www.bps.org.uk/the-society/code-of-conduct/code-of-conduct_home.cfm Failure to adhere to these guidelines will result in failing that piece of work. Assessment Our assessment policy has the following aims: To provide rigorous assessments at an appropriate level mapped to specific module learning outcomes. To ensure assessments are fair, by ensuring the nature and goals of assessment are clearly explained and that there are adequate opportunities for formative assessment. To ensure the outcomes of the assessment process are transparent and that students receive timely and constructive feedback on their assessments. We offer a varied assessment diet to assess and facilitate learning. Our assessments comply with the University s overall assessment strategy, which identifies a number of key principles, starting with the principle that assessment should be integral to the learning experience. Students will have the opportunity to undertake a variety of forms of assessment that are appropriate to the level and content of the module, and that will allow them to demonstrate that they possess both knowledge of psychology and subject-specific and transferable skills. All referred coursework is submitted during the summer break. The programme conforms to the University s Postgraduate Regulatory Framework. 9

SECTION SIX: ADMISSIONS Entry requirements Applicants will normally have the following academic qualifications: An undergraduate degree (in any subject) from a UK university with a classification of 2.2 or higher, or a Psychology graduate with a classification of 2.2 or higher, where the programme does not confer eligibility for GBC or an undergraduate degree from an overseas institution perceived as equivalent to UK. Any one of these criteria will only be acceptable if the applicant has also gained at least 60 credits in psychology. Applicants holding a degree that does not include at least 60 credits in psychology may be offered the opportunity to gain the University Certificate in Psychology. The University Certificate can be studied online prior to enrolling on the Psychology conversion course. Applicants with overseas qualifications are strongly advised to establish the UK equivalence of their qualifications. Within this requirement, it will be important to ascertain the ability to speak and write using the English language. Before applying for the Psychology conversion course prospective students may seek confirmation of equivalency by contacting the National Academic Recognition Information Centre (NARIC) on 0870 9904088, and writing to Oriel House, Oriel Road, Cheltenham, Gloucestershire GL50 1XP. Evidence of equivalence (written verification) will be required on application for entry on this conversion programme. A fee is payable for the NARIC service. Students will be made aware, as part of the admissions process, that only those completing the Post Graduate Diploma in Psychology or the MSc Psychology with an average grade of C- (12.5) or above will be eligible for GBC. The BPS will receive a list of students satisfying this requirement unless such indication can be included on the graduation certificate. 10

SECTION SEVEN: STUDENT SUPPORT AND GUIDANCE Induction We are aware that many students have not studied online before and may be daunted by using learning technologies. We have developed an online Induction module for our Undergraduate online degree. This induction module is a non credit bearing but prescribed module which introduces such skills as using a discussion board. The module is the first step in building friendships and developing a support group within the student body; our undergraduate experience is that students find the module helpful both for socializing and academic work. Programme Management The organisation and management of the programmes will be in accordance with the current University Academic Regulations The Programme Leader will have the responsibility to: ensure the overall health of the programme and its future development; report to the Programme Committee; oversee, on behalf of the above committee, the monitoring of the University s quality assurance procedures; oversee, and be responsible for, the day-to-day management of the programme within the regulations of the University Academic Regulations, and to liaise with external examiners, faculty senior management on the day-to-day management of the programme and its development in relation to the Faculty Strategic Plan. The Programme Leader will also have responsibility for the effective planning, operation and monitoring of the programme s admission procedures. Students declaring a disability will be treated in accordance with the University Equal Opportunities Policy which aims to develop an awareness of the needs of individual students to enable them to participate fully in their programme of study. Ongoing support is established via a Support Plan which makes recommendations in relation to the student's support needs. Staff will seek to make the appropriate adaptations as identified in Support Plans. The Student Voice Obtaining feedback both during and after modules is an important activity which helps us to monitor the programme and implement any changes. This can occur through Programme Committees which provide a forum where staff and students can discuss matters related to the quality of the student learning experience. As a distance learning programme we have will virtual committee meetings via the discussion board. Discussion threads related to the agenda items will be setup and the programme leader will post a report for each. All students are invited to comment and feedback via the discussion board within a seven day period. We also seek feedback via: Programme Evaluation Questionnaires each year the University circulates a survey for each programme which gives all students the opportunity to feedback via a set of standard questions. Less formally we also welcome comments on the programme via the online discussion board and through the programme team if there is any issue which you feel should be brought to the attention of the programme team or leader then please contact them. 11

SECTION EIGHT: POST PROGRAMME OPPORTUNITIES Students completing this programme would be eligible to seek further study in Psychology. This could include MSc in Health Psychology, the MSc in Ergonomics or PhD positions available at Derby, or study in these and other areas of professional Psychology at other institutions. The most likely motivation for undertaking this programme of study is as part of a career change, and in obtaining GBC our students maximise their range of post-programme opportunities for progressing in to a specialised area of psychology. SECTION NINE: EMPLOYER LINKS The employer links for this programme are indirect, as its purpose is as a conversion course that leads into specialist psychology pathways that in turn have direct links with employers such as the Health Service and Local Education Authorities. 12

APPENDIX 1: CURRICULUM MAP Programme Learning Outcome Induction module Investigation and Analysis Social & Developmental Psychology Individual Differences Cognition, Behaviour and Performance Biological Bases of Behaviour Research Project (Diploma) 1 x x x x x x x Masters Project Personal Tutor and PDP materials 2 x x x 3 x x x x 4 x x x x x x x 5 x 6 x x x x 7 x x x x x x x x 8 x x x x x x x x 9 x x x x x x x x 10 x x x 11 x x x x 12 x x 13 x x x x x x x x x 14 x x 15 x x x 16 x x x x x x x x x 17 x x x x x x x x x 18 x x x x x x x 19 x x 13