This programme transferred to the School of Psychology, Faculty of Health and
Human Science in September 2013
Faculty of Science and Technology
Programme Specification
MSc Psychological Research Methods
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Details about the MSc Psychological Research Methods programme, including its structure, aims, and learning outcomes. The programme is a 180-credit course that covers a range of research methods with a focus on practical application. Students will gain expertise in statistical analysis, qualitative methods, and critical evaluation of research. Assessment is 100% coursework, and the programme aims to provide a solid foundation for advanced PhD work.
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This programme transferred to the School of Psychology, Faculty of Health and Human Science in September 2013
Faculty of Science and Technology
Programme Specification
MSc Psychological Research Methods
Page | 2 This programme transferred to the School of Psychology, Faculty of Health and Human Science in September 2013
1. Brief description of the programme
The MSc in Psychological Research Methods is a 180 credit course. The programme is made up of 7 core taught modules (6 of which are ten credit modules and one of which is 20 credits) and two 10 credit modules (chosen from five optional specialist modules) that cover a range and breadth of commonly used research methods with an emphasis on the practical application of those techniques. In addition, all students complete a 20 credit project planning module. Students may exit with a postgraduate certificate after successful completion of 60 of the core credits or a postgraduate diploma on completion of all the 120 taught credits. MSc students must complete an independent research dissertation under the supervision of a subject specialist for an additional 60 credits. Continuous assessment is used throughout the programme and there are no formal examinations. The programme provides a stand-alone qualification for those wishing to pursue a research related career in Psychology or related disciplines. Potential students are normally required to have a second class undergraduate degree in Psychology or a related discipline.
2. Distinctive features
The programme provides a thorough and up to date training in psychological research methods and can be studied part-time over two years or full time over one year. Doctoral students taking the Postgraduate diploma will benefit from an excellent methodological training base from which to pursue their doctoral studies.
3. Entry requirements
The Programme Co-ordinator (who is responsible for admissions) will use the criteria below as guides in making their admissions decisions. Wherever possible, established relationships or equivalencies to other international qualifications will be used in making decisions. However, the admissions policy for this course is based upon the principle that students will be admitted if we believe that they can benefit from the experience, and this principle will be used to make decisions where equivalencies are not available. Students admitted to either the the MSc course would normally be expected to have a good Honours degree in Psychology or a closely related subject. In compliance with the University of Plymouth’s policy on admission of graduate students, those with lower qualifications but relevant industrial experience will also be considered for entry, subject to interview by the Programme Co-ordinator. Candidates with existing achievements may be considered for exemption from specific modules under the University guidelines for accreditation of prior learning (APCL) and assessment of prior experiential learning (APEL). The Director of Postgraduate Programmes has responsibility for approving exemption under these guidelines. His/her decision will be made after consulting with the Pathway Leader and Module Leaders.
Page | 4 This programme transferred to the School of Psychology, Faculty of Health and Human Science in September 2013 evaluate contradictions and shortcomings in existing research and design innovative and effective experimental studies that address such theoretical questions. Performance and practice ▪ Be independent and self-critical learners, guiding the learning of others and managing their own requirements for continuing professional development. Work effectively with a group as a leader or member. Clarify tasks and make appropriate use of the capacities of group members. Is able to negotiate and handle conflict with confidence. Personal and enabling skills ▪ Be competent at evaluating information over a wide area and to make connections between disparate subject areas and use this ability to creatively and autonomously synthesise and test knew theoretical ideas. To be skilled at effectively communicating complex methodological and theoretical ideas to both specialist and non-specialist audiences and to be self-directed in keeping up to date with newly emerging technologies for enhancing communication of knowledge.
6. Teaching, learning and assessment strategies
Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated Some use of lecturing, but primarily workshops involving active participation by students with and without advance preparation. Practicals, case-studies, tutorials, seminars, presentations and self-directed learning. Assessment - 100% coursework in a variety of formats, plus research project. The programme provides opportunities for students to develop and demonstrate generic Cognitive/intellectual skills as follows:
- Analysis: with critical awareness can undertake analysis of psychological research designs, communicating the outcome effectively
- Synthesis: with critical awareness, can synthesise information in a manner that may be innovative, utilising knowledge of research and data analysis methods from the forefront of the discipline
- Evaluation : has a level of conceptual understanding that will allow her/him critically to evaluate research and data analysis methodologies and argue alternative approaches
- Application : can demonstrate initiative and originality in dealing with complex research design and analysis issues. Can act autonomously in planning and implementing tasks at a professional level.
Page | 5 This programme transferred to the School of Psychology, Faculty of Health and Human Science in September 2013 The programme provides opportunities for students to develop and demonstrate (generic) Key/transferable skills as follows:
- Group working: can work effectively with a group as a leader or member. Can clarify tasks and make appropriate use of the capacities of group members. Is able to negotiate and handle conflict with confidence
- Learning resources : is able to use full range of learning resources
- Self-evaluation : is reflective on own and others’ functioning in order to improve practice
- Management of information : can competently undertake research tasks with minimum guidance
- Autonomy : is an independent and self-critical learner, guiding the learning of others and managing own requirements for continuing professional development
- Communications : can engage confidently in academic and professional communication with others, reporting on action clearly, autonomously and competently
- Problem solving : has independent learning ability required for continuing professional study, making professional use of others where appropriate
8. Programme structure and pathway
The MSc Psychological Research Methods is principally a full time course taken over one academic year (September to August). There is provision for part-time enrolment with 50- 70 credits in the taught modules taken in year 1 and the balance of taught modules taken in year 2 along with the 60 credit project module. However it cannot be guaranteed that modules will be scheduled for particular days of the week in either year 1 or year 2. Applicants for part-time enrolment must therefore be flexible in the days of the week on which they should attend. It is recommended that applicants wishing to apply for part-time enrolment discuss their requirements with the programme director. There are two teaching semesters plus the summer period for completion of projects and referred course work. A full-time student will complete 4 × 10 credit core modules, 10 credits of the 20 credit PSY561 module, with associated assessments, during Term 1. In addition and depending on which two optional modules are chosen students could complete both either in term 1 or term 2 or one during each term. In addition, all students will complete a 20 credit project planning module during Term 1, allowing work on the project to commence immediately after Christmas. An early start to the project enables students, where appropriate, to commence data collection from university students acting as human participants. Availability of students for experimental participation after Easter is very limited. In order to
Page | 7 This programme transferred to the School of Psychology, Faculty of Health and Human Science in September 2013 PSY567 Designing for Behaviour Change 10 T2 a PSY568 Issues in Clinical Psychology 10 T1 a PSY5 77 Foundations in Clinical Psychology: Children and Families 10 T 1 a PSY569 The Brain and its Disorders 10 T1 a PSY570 Issues in Cognitive & Brain Sciences 10 T2 a PSY571 Project Planning and Literature Search 20 T1 ✓ PSY572 Research Project 60 T2/3 ✓ 180 credits a – choose 2
7. Exceptions/ special academic regulations
None
Final award title
MSc Psychological Research Methods
8. Level
Level 7: Master’s Degree
9. Intermediate award title(s)
Postgraduate Certificate on completion of 60 core credits Postgraduate Diploma on completion of all taught modules but without the Project ( credits)
10. Awarding institution
Plymouth University
11. Accrediting body
N/A
12. Appropriate benchmark(s)
The intended learning outcomes from stages 1 to 4 are consistent with the QAA Subject benchmark statement for Psychology (2007 revised 2010) at threshold and typical level. The intended learning outcomes are also consistent the BPS standards for graduate programmes in Psychology.
Page | 8 This programme transferred to the School of Psychology, Faculty of Health and Human Science in September 2013 The intended learning outcomes from stage 5 are consistent with the QAA (2008) Framework for higher education qualifications in England, Wales and Northern Ireland Level 7 descriptors.
13. UCAS code
N/A
14. JACS code
C
Page | 10 approaches
- Application: the learner can demonstrate initiative and originality in problem solving. The learner can act autonomously in planning and implementing tasks at a professional or equivalent level, making decisions in complex and unpredictable situations
Key/Transferable Skills
- Group working: the learner can work effectively with a group as leader or member. The learner can clarify tasks and make appropriate use of the capacities of group members. The learner is able to negotiate and handle conflict with confidence.
- Learning resources: the learner is able to use full range of learning resources
- Self-evaluation: the learner is reflective on own and others’ functioning in order to improve practice
- Management of information: the learner can competently undertake research tasks with minimum guidance
- Autonomy: the learner is an independent and self-critical learner, guiding the learning of others and managing own requirements for continuing professional development
- Communications: the learner can engage confidently in academic and professional communication with others, reporting on action clearly, autonomously, and competently
- Problem-solving: the learner has independent learning ability required for continuing professional study, making professional use of others where appropriate
All modules 555, 555,556,559,560,557,558,559,561,571, Practical Skills
- Application of skills: the learner can operate in complex and unpredictable and/or specialised contexts, and has an overview of the issues 555 to 559, 559,560,
Page | 11 governing good practice
- Autonomy in skill use: the learner is able to exercise initiative and personal responsibility in professional practice
- Technical expertise: the learner has technical expertise, performs smoothly with precision and effectiveness; the learner can adapt skills and design or develop new skills and/or procedures for new situations
556 to 559, 559,560, 571,
Page | 13 Qualities and transferable skills necessary for employment requiring:
- the exercise of initiative and personal responsibility
- decision-making in complex and unpredictable situations
- the independent learning ability required for continuing professional development