PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
PG cert / MRes applied research in human communication disorders
Final award (BSc, MA etc):
Postgraduate Certificate or MRes
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
(where applicable)
Cohort(s) to which this programme
specification is applicable:
From 2014-15 onwards
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Brain Sciences
Parent Department:
(the department responsible for the administration of
the programme)
Psychology and Language Sciences
Departmental web page address:
http://www.ucl.ac.uk/psychlangsci/
(if applicable)
Method of study:
PG Cert – Flexible, MRes - Full-time, Part-time or Flexible
Full-time/Part-time/Other
Criteria for admission to the
programme:
Length of the programme:
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
(see Guidance notes)
MRes –Full-time - 1 year, MRes part-time – 2 years, flexible 1-5
years
Masters Level (Level 7)
Psychology
Brief outline of the structure of the
programme
and
its
assessment
methods:
Module
(see guidance notes)
HCSCGS01
Credit
Summative Assessment
Weighting
15
Written assignment 2000 words (70%)
Research Evidence and
15 minute presentation (20%)
Design I
Completion of online work (10%)
HCSCGS02
15
Written assignment 2000 words (70%)
Research Evidence and
15 minute presentation (20%)
Design II
Completion of online work (10%)
HCSCGS03
15
Research in Practice
Module Choice
Report (research proposal) (70%) Short essay (20%)
Participation in online work (10%)
15
Students are able to take a 15 credit module from t
available
HCSCGS99
120
Research Thesis of 15,000 words
Research Project (MRes
students only)
Board of Examiners:
Name of Board of Examiners:
Postgraduate Certificate / MRes in Applied research in human
communication disorders
Professional body accreditation
(if applicable):
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
The overall aim of the programme is to develop research capacity in speech and language therapists and related
professionals working with adults and children with communication impairments and associated cognitive, physical,
and sensory deficits. The programme has been developed in response a pressing need to provide high quality
continuing professional development (CPD) for the healthcare workforce. Exploiting the research excellence of
UCL’s School of Life and Medical Sciences, the programme offers a flexible, workplace-focused approach to
postgraduate education and aims to develop individuals to become scientist practitioners.
Specific aims are to:
 develop in students applied clinical research skills reflecting their needs and motivations
 enhance students’ ability to critically appraise relevant theoretical and applied research
 enable students to conduct supervised research with the clinical populations with whom they work including
developing knowledge and skills in conducting ethical research with vulnerable populations
 develop in students knowledge, confidence and abilities in academic and key skills essential for all aspects
of clinical research relating to communication impairment.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
Knowledge and understanding of:
Teaching/learning methods and strategies:
(i) currently relevant research
methodologies in specific fields
relating to speech, language and
communication.
(ii) how to formulate research questions
and devise a research methodology
(iii) a range of quantitative and qualitative
methodology appropriate to the topic
of research
(i-iii)The programme embraces a strong blended
learning ethos that mixes both face to face and online
teaching, allowing flexibility in timetabling to suit parttime students. This is based on a ‘flipped classroom’
approach whereby online fora, web conferences and
online case work etc. is supported by face to face
seminars, student–led research tutorials and lectures.
Students are encouraged to take responsibility for their
own learning and to undertake independent reading to
broaden their knowledge and understanding across the
range of topics taught and to critically evaluate this
literature.
Assessment:
Students are assessed by: ‘unseen’ examination,
essays, review of research methodology in their clinical
field, submission of draft research proposal, participation
in online fora.
B: Skills and other attributes
Intellectual (thinking) skills:
Teaching/learning methods and strategies:
(i) ability to review and critique relevant
contemporary evidence base
i) The supervised research project includes critical
evaluation of relevant literature. Discussion of key issues
in teaching sessions (online and face-to face) promotes
evaluation of research methodologies
(ii) Use reasoning skills to generate
hypotheses, propose arguments and
provide rationale
(ii) Reasoning skills are promoted in seminar teaching, in
analysing research papers, and in developing ideas for
research projects.
(iii) Identify and solve problems relating to
research in clinical practice
(iii) Research methodology modules focus on identifying
and resolving issues encountered in research papers
(iv) Understand ethical research,
stakeholder involvement, and clinical
governance.
(iv) Students reflect explicitly on the ethics of research,
both in the development of research protocols and in the
conduct of their research projects.
Assessment:
(i) Essay evaluating research methodologies in a
specified area
(ii) Completion of draft research proposal including
discussion of ethical implications
(iii) Coursework related to qualitative and quantitative
research methodology modules
C: Skills and other attributes
Practical skills (able to):
Teaching/learning methods and strategies:
(i) Carry out information retrieval and
critical appraisal;
(ii) Undertake supervised research
(iii) Participate effectively in collaborative
research.
(iv) Undertake and interpret statistical
analyses of data.
(v) Manage a research project at all
stages, including application to ethics
committees
(i) Tutorials and peer-led seminars incorporating online
discussion
(ii) Project supervision
(iii) Peer-led seminars and through project work carried
out in students’ workplaces
(iv) Lectures and computer-based practical classes,
online problem solving activities
(v) Research project
Assessment:
(i)
Coursework
(ii)
Research project
(iii)
Project preparation and on-going work
(iv)
Online computer-based activities, ‘unseen’
examination
D: Skills and other attributes
Transferable skills (able to):
(i)
Communicate effectively in
writing and oral presentations
(ii)
Listen, give and receive feedback
and respond appropriately
(iii)
Manage & facilitate group
discussions
(iv)
Identify own training needs
Teaching/learning methods and strategies:
(i)
Presentations, essays, supervised research
project
(ii)
Research presentations and peer review
(iii)
Chairing online discussions
(iv)
Ongoing interactions with peers, tutors and
project supervisor
Assessment:
(i-iv) peer discussion (credit given for contribution to
online discussion) presentation and peer review of
research protocols and supervised research project,
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: This specification provides a concise summary of the main features of the programme 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 course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed annually
by UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
Name(s):
Dr Michael Clarke, Dr Chris Donlan, Dr Suzanne Beeke
Date of Production:
October 2014
Date of Review:
October 2014
Date approved by Head of
Department:
October 2014
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
October 2014
November 2014