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Please note

This document only provides information for the academic year selected and does not form part of the student contract

Awarding Institution

University of Huddersfield

Final Award

MSc Master of Science

Teaching Institution

University of Huddersfield

School

School of Human and Health Sciences

Department

Department of Psychology

Subject Benchmark Statement

Characteristic Statement - Master's Degree, NQF - Level 7

Date of Programme Specification Approval

2024-11-08

Version Number

2025.01

Educational Aims of the Course

To provide a high-quality, broadly based education in psychology. To critically assess the contribution of psychology to the understanding of a range of phenomena of significant concern in contemporary society. To examine the practical implications of psychological theory and research in a variety of contexts. To critically examine the relationship … For more content click the Read More button below. To help students develop a range of transferable skills relevant to their future careers and their own personal development. To provide a qualification that provides eligibility for Graduate Basis for Chartered Membership (GBC) with the British Psychological Society (BPS).

Course Accredited by

British Psychological Society

Course Offering(s)

Part Time

Part Time - January

Part Time - September

Part Time - May

Learning Outcomes

On successful completion you will be able to:
1.
Demonstrate a critical understanding of the contribution that psychology can make to an understanding of human behaviour and society.
2.
Demonstrate an understanding of the major theoretical concepts, perspectives and explanatory frameworks employed within psychology.
3.
Demonstrate a critical understanding of the contestability of all forms of psychological knowledge.
4.
Demonstrate knowledge of theory and research from psychology relevant to a variety of phenomena in contemporary society.
5.
Demonstrate a critical understanding of value issues in the construction and application of psychological knowledge.
6.
Critically evaluate theory and method in cognitive psychology.
7.
Critically evaluate theory and method in developmental psychology.
8.
Critically evaluate theory and method in social psychology.
9.
Critically evaluate theory and method in psychobiology.
10.
Critically evaluate conceptual and historical issues in psychology.
11.
Critically evaluate explanations of individual differences.
12.
Demonstrate knowledge of quantitative and qualitative research methods as used in psychology.
13.
Demonstrate an insight in an area of professional psychology.
14.
Undertake self-directed study and project management in order to meet desired objectives.
15.
Demonstrate a proficiency in the use of psychological concepts.
16.
Assess the strengths and weaknesses of different perspectives in the analysis of psychological phenomena.
17.
Assess the utility of different psychological approaches in relation to a range of everyday problems and issues.
18.
Devise and conduct psychological investigations; in particular, design, conduct and write up a substantial empirical research project.
19.
Think analytically and critically.
20.
Communicate clearly and effectively using different media.
21.
Work independently and in collaboration with others.
22.
Manipulate and interpret quantitative data.
23.
Manipulate and interpret qualitative data.
24.
Identify, locate and use appropriate sources of information and data.
25.
Demonstrate IT skills.
26.
Comprehend and use numerical, statistical and other forms of data, particularly in the context of presenting and analysing complex data sets.
27.
Communicate ideas and research findings both effectively and fluently by written, oral and visual means.
28.
Demonstrate computer literacy and confidence in using word processing, databases and statistical software.
29.
Solve problems by clarifying questions, considering alternative solutions and evaluating outcomes.
30.
Take charge of their own learning, reflect, and evaluate personal strengths and weaknesses for the purpose of future learning.

Interim Award

Postgraduate Certificate

Postgraduate Diploma

Teaching, Learning and Assessment

Teaching, learning and assessment are designed to offer students a variety of learning and assessment opportunities that align with their module learning outcomes and offer realistic and effective preparation for progression in Psychology. They aim to be inclusive of diversity, to allow students to actively engage in learning and be … For more content click the Read More button below. Teaching, learning, and assessment in this distance-learning MSc Psychology (Conversion) course are designed to provide students with diverse and engaging learning experiences aligned with module learning outcomes. The programme aims to be inclusive and accessible, recognising the diversity of our student body. We leverage various digital learning activities, such as video lectures, audio podcasts, animations, and interactive discussion forums, to enable students to actively engage in their learning journey. This approach also ensures students are assessed effectively through methods that reflect the skills and knowledge relevant to the field of psychology. The distance-learning and teaching approach encompasses a mix of asynchronous activities and synchronous sessions. Asynchronous learning includes pre-recorded video lectures, audio materials, and animated content, allowing students to learn at their own pace. Synchronous elements feature live interactive discussions and seminars, fostering a dynamic and collaborative learning environment. Modules are designed to embed transferable skills and to allow students to progressively increase their knowledge and confidence. Thus, the acquisition of basic skills and the confidence to perform academically is developed alongside more advanced skills such as critical assessment and project management. This is supported by variety in learning delivery and assessment that encourages students to have greater engagement with and control over their learning. The higher-level learning required at masters' level is supported through the development of the research proposal in 2 and the workshops or seminars embedded in each module. In addition, the dissertation module includes one-to-one supervision in which M-level research methods and critical analysis will be developed.   Assessment aims to support learning and to measure achievement. All learning outcomes in a module are assessed and the mode of assessment is specified for each outcome. Assessment in this fully online programme is varied and comprehensive, designed to support learning and accurately measure achievement. Each module specifies its assessment methods, which may include coursework, digital portfolios, online quizzes, and virtual lab activities. Similar to the on-campus format, all learning outcomes in a module are assessed, but the mode of assessment is adapted to the online environment. The nature of the assessment varies from module to module, and mirrors the modes of communication expected of graduates in this field. This is a web-accessible, interface that handles the scheduling and management of research studies. Students sign up for studies online, and researchers can set up their studies online. The system is monitored by technical staff who can ensure students have completed all the requirements. 5% of the module marks are allocated to the research participations, which equates to approximately 5 hours. Masters' students can also load their own study into the system and manage research participation. The Department of Psychology provides access to personal development planning (PDP) through the personal tutor/supervisor system. Students on the MSc have supervisors allocated during the first term in order to facilitate this.    The School of Human and Health Sciences uses an electronic assessment submission system via the virtual learning environment (VLE) to help both students and staff ensure and protect the originality of work submitted for assessment.

Support for Students and their Learning

Distance Learning Unit

The central Distance Learning Unit (DLU) serves as the first-line support function for students enrolled on our DL courses. As the initial point of contact, the DLU addresses a wide range of enquiries, guiding students to the correct function within existing support structures. For technical issues, such as difficulties accessing course materials or platform functionalities, the DLU directs learners to our dedicated IT support team, ensuring that technical challenges are resolved efficiently and do not impede the learning process. Additionally, recognising the importance of holistic student welfare, the DLU plays a pivotal role in connecting students with appropriate student support services for more pastoral needs. This may include guidance on accessing counselling services, mental health resources, or academic advising. By effectively triaging and addressing diverse student needs, the DLU fosters an inclusive and supportive online educational environment, enabling students to focus on their academic goals with confidence and assurance.

Module Leader

The module leader is responsible for teaching, learning and assessment of the modules within this course.

Course Leader

The course leader is responsible for the entire quality assurance arrangements for the course. In addition, for this course, the course leader will co-ordinate student-centred workshops, seminars or laboratory workshops, in which the M-level learning strategy will be implemented. These activities are embedded in all of the modules in the course, and ensure that students have the opportunity to acquire the in-depth knowledge required for a postgraduate course in Psychology. Please refer to each module specification for the specific details of type of activity, hours, etc. that each module will implement. In addition to these, the 60-credit project module has individual supervision hours as an integral part of the teaching and student contact.

Tutors and supervisors

While the University does not require personal tutors to be allocated to postgraduate students, at course level, student support is provided by the supervisor acting in a personal tutor capacity. Where personal tutor arrangements do not apply, the first point of contact for students is the Student Hub.

Criteria for Admission

The University of Huddersfield seeks and encourages applicants in order to widen participation, improve access and apply the principles of equal opportunities.  We provide support for applicants who require additional assistance in order to select the right course of study and make a successful transition to studying at University.  We encourage local, national and international applications. For international students, there are specific English language requirements, which may be found on the website.

http://www.hud.ac.uk/international

For postgraduate taught courses admitting international students, English Language Requirements are IELTS 6.5 with no lower than 6.0 in any component or Duolingo certificate, score 105 or above.

Due to BPS requirements the following exclusions apply to the accreditation of prior learning

  1. Accreditation of prior learning is limited to a maximum of 60 credits
  2. Accreditation of prior experiential learning (APEL) is not permitted
  3. As all students must complete an empirical psychology project; no exemption may be granted against HMY4029

The University’s general minimum entry requirements are specified in the ‘Regulations for Awards, which can be found on the Registry website as follows:

http://www.hud.ac.uk/registry/regulationsandpolicies/awards/ 

Every person who applies for this course and meets the minimum entry requirement – regardless of any disability – will be given the same opportunity in the selection process.   General advice and information regarding disability and the support the University can give can be found by contacting student services as follows:

Telephone: 01484 472675

Email: disability@hud.ac.uk

Further information is available at their website at:

http://www.hud.ac.uk/disability-services/

In addition if students pass the course with 180 credits, the MSc Psychology provides graduates with the basis for professional recognition, i.e. Graduate Basis for Chartered Membership (GBC) with the British Psychological society (BPS). Further advice on the specific skills and abilities needed to successfully undertake this course can be found by visiting the profession’s website at www.bps.org.uk  and by contacting the course leader.      

However, the specific entry requirements and admission criteria for this course are detailed below.

These requirements and criteria are as defined by the BPS.

  1. a) An honours degree, at a minimum of 2ii, in psychology, which has not been accredited by the BPS OR
  2. b) A degree, at a minimum of 2ii, in a subject other than psychology (not a pass degree).

                        AND

  1. c) GCSE Maths (or the equivalent) at Grade C or above

This course also welcomes international students who meet the required entry criteria.  It is our aim to provide excellent support mechanisms for these students so that they can integrate into the course and engage with fellow students, activities in the university and wider community. This will be achieved by ensuring they are provided with clear pre-course information, support and induction instructions. The variety of inclusive learning and teaching approaches should enable them to feel integrated and supported within the course. International students will be encouraged to engage with the international office for further support and involvement in wider cultural activities in order to integrate into student and local community life and to enhance mixing, learning and working together, whilst also being able to make links with others from their own countries.

Methods for evaluating and improving the quality and standards of teaching and learning

The methods for the validation and annual evaluation of courses, including those validated by external bodies, and for the review of teaching and research and of academic support services are specified in the University’s Quality Assurance Procedures for Taught Courses, which can be found on the Registry website as follows: http://www.hud.ac.uk/registry/regulationsandpolicies/qa

The School is committed to comprehensive student engagement and works actively with the University of Huddersfield Student Union to support this through the student representative system see further information at: http://www.huddersfield.su/course-reps

Within the School students are represented at committee level from Student Panels to the School Board. The School also has a Student Council. Individual feedback on the quality and standards of teaching and learning is received through module and course evaluations.

An effective external examination system is managed by Registry and all reports are viewed at University, School and course levels. External examiner and student feedback, as well as all statistical data about the course, is reported through the course committee structure and scrutinised through the University wide annual evaluation process.

Please note

University awards are regulated by the Regulations for Awards (Taught Courses) on the University website.

Quick links to the Regulations for Taught Students, procedures and forms can be accessed on the University website.

Indicators of Quality and Standards

This programme specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook. The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.

 

The course is configured in accord with QAA subject benchmarking for Psychology and the British Psychological Society Education Board Quality Assurance Policies and Procedures for First qualification in Psychology.

Psychology was one of the disciplines involved in the Quality Assurance Agency institutional audit – report published May 2005. As a result of its investigations,

The audit team's view of the University is that:

There can be broad confidence in the soundness of the University's current and likely future management of the quality of its academic courses and the academic standards of its awards.” (QAAHE, 2005, p1)
In relation to the suite of psychology courses the audit team found that the linkages between the curriculum, learning outcomes and the subject benchmark statement for Psychology were ‘excellent’.

The team commented favourably on teaching and learning strategies, in particular the introduction of formative assessment at each stage of study, maintenance of academic standards, student support and learning resources.

The outcome of the most recent institutional audit can be found at:

http://www.qaa.ac.uk/InstitutionReports/Reports/Pages/inst-audit-Huddersfield-10.aspx