PROGRAMME SPECIFICATION
MSc Social Policy and Social Research
Awarding Institution: University College London
Teaching Institution: UCL Institute of Education
Name of final award
Master of Science (MSc)
Postgraduate Diploma
Postgraduate Certificate
Programme title
Social Policy and Social Research
How to apply
Apply through UCL UK online at
http://www.ucl.ac.uk/prospective-students/graduate/apply
Language of study
The UCL Institute of Education teaches and assesses participants through the medium
of the English language. Competence in English language is required of all applicants.
Programme regulations may indicate the level of competence required of each
applicant and may make its achievement a condition of admission.
Participants
The programme is suited to graduates who want to start a career in social policy
analysis, advocacy or research within the public sector or a socially-oriented NGO, and
those already working in policy environments who want to improve their skills and
career prospects. It is also useful preparation for study for a PhD.
Criteria for Admission
Applicants are expected to have a good honours degree (Lower Second (2:2) classification
or above) or equivalent in social policy or social science. European or international applicants
are expected to have qualifications at an equivalent level.
Those who do not meet these criteria will be considered on the basis of their Personal
Supporting Statement, part of the application process. Guidance on how this can be most
effectively written is available via the web.
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Applicants whose first language is a language other than English may be required to
provide evidence of their English language proficiency. For international and EU
students this is currently IELTS 7.0 or equivalent.
UCL is committed to admitting and supporting participants with disabilities and welcomes
applications from them.
We provide support for students with a range of conditions which have a long-term and
adverse effect on studying, such as:
• Sensory (visual / hearing / speech) impairments
• Mental health issues
• Mobility or dexterity impairments
• Asperger's Syndrome or other autistic spectrum disorders
• Chronic medical conditions (e.g. diabetes, epilepsy, H.I.V.)
• Specific learning difficulties (e.g. dyslexia, dyspraxia)
Disability and Wellbeing Support will also advise people who have a temporary mobility /
dexterity impairment / other difficulty as a result of an accident, injury, illness or surgery.
Every person is treated as an individual, and we invite you to contact us as early as
possible so that we can consider your needs and tailor our support to meet them. This
applies to all students – home, EU and international.
Educational Aims of the Programme
The MSc aims to:
Equip students with:
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The theoretical and conceptual tools and empirical evidence necessary for
understanding the nature of social policy and policymaking processes;
Advanced knowledge of contemporary developments in social policy, both from a
British and international perspective, with an emphasis on the role of research
evidence in policy processes and the study of research utilisation; and
Advanced knowledge of social science research methods relevant to people
working in a policy or academic context.
Develop in students:
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An ability to apply this knowledge and understanding and analytical and
methodological skills to a self-directed research project in an area of interest to
the student.
Provide opportunities for:
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Student-driven research in substantive policy areas; and
Enquiry-based and research-based teaching and learning that can support
progression to further study.
Programme Outcomes
After successful completion of the MSc, students should:
Have knowledge and understanding of:
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Key theoretical and conceptual issues in the study of social policy, and their
applications in different contexts;
Social policy and the policy-making process, with a specific focus on the role of
research evidence in policy formulation, implementation and evaluation;
Key themes in studying the use of research evidence in policy processes; and
The principal quantitative and qualitative research methods used in the social
sciences, and their applications in different contexts.
Be able to:
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Evaluate key concepts and theories within the field of social policy and apply
these in the study of specific substantive areas;
Evaluate the potential for, and implementation of, evidence-informed policy in a
range of sectors;
Evaluate research methodologies as applied in social policy analysis and
evaluation and apply these in the study of specific substantive areas;
Situate themselves within their field and other disciplines working around the
same topics/ issues;
Express complex theoretical and methodological arguments in both written and
oral form;
Structure an assignment, communicate ideas clearly, and develop a line of
argument;
Access and utilise library and electronic resources in an effective manner;
Plan, design and execute a self-directed research project in the field of social
policy, utilising appropriate research methodologies, and grounded in an
understanding of ethical and legal issues relating to the conduct of social
research;
Express the findings of research simply and confidently (written and orally) and to
acknowledge limitations and uncertainty without getting mired in epistemological
doubt; and
Communicate research to different audiences, with different levels of
understanding, and to understand the value of different forms of dissemination.
Mode of study
The MSc Social Policy and Social Research can be studied full-time over one year or
part-time over two to four years. There is one entry date in October each year.
The core module is mixed-mode, combining face-to-face workshops with online activities
that take place in Moodle, the Virtual Learning Environment (VLE) used by the Institute.
The core module is combined with three additional modules selected from a wide range
offered at the Institute. These modules include face-to-face, mixed-mode and fully online
modules.
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Programme structures and requirements, levels, modules, credits and awards
The MSc comprises two main components; the core module/dissertation and optional
modules. Students are required to obtain 180 credits in total.
Core Module/Dissertation (90 credits)
Social Policy: Theory, Practice and Research (MMSSPR_01)
Dissertation (MMSSPR_99)
(30 Credits)
(60 Credits)
Optional Modules (90 credits)
Option module
Option module
Option module
(30 Credits)
(30 Credits)
(30 Credits)
Dissertation (60 credits): An ordered and critical exposition of existing knowledge in the
field of study. It should not exceed 20,000 words. There should be evidence that the
field has been surveyed thoroughly. A full bibliography and references is required.
Alternative award: Students who for academic or personal reasons are unable to
successfully complete the 180 credits required for the masters award may exit with the
completion of 60 or 120 credits respectively and be awarded a Postgraduate Certificate
or Postgraduate Diploma in the subject area.
ECTS: The UCL Institute of Education uses the European Credit Transfer and
Accumulation System (ECTS), as a guide to support periods of study undertaken abroad
and to assist student mobility. Currently it is assumed that two UK credits equate to one
ECTS. Therefore a module of 30 credits would typically equate to 15 ECTS credits.
Teaching, learning and assessment strategies to enable outcomes to be achieved
and demonstrated
A wide variety of teaching and learning strategies is used across the MSc programme,
including lectures, group discussions, individual and group-based activities, and oral
presentations by participants.
The core module is taught via face-to-face workshops. Students use the VLE to access
reading materials, tasks and tutor feedback, and to take part in discussions and other
learning activities. Students should prepare to spend time on reading and online
activities before each workshop. Where standard textbook material is being covered
lectures will usually be used, often accompanied by group discussions. For more
specialised topics, students will be asked to make short presentations in class on topics
assigned in advance. Participants are encouraged to reflect upon their own experiences
and backgrounds in the teaching sessions.
The assessment for the core module is by coursework. This consists of a 5,000 word
essay (plus/minus 10%). Students also develop and apply their learning during the
module by completing three developmental activities which are completed in the periods
between workshops. They are a required element of the module but are not formally
assessed and do not contribute to the final grade for the module.
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Methods of assessment for the three optional modules will vary and may include written
examinations in addition to coursework.
Participants select the topics of their assignments and dissertation, with guidance from
tutors. Formative and summative assessment of written skills are provided on submission
of draft and final 5,000-word module assignments and 20,000-word dissertation.
lnformation about assessment regulations
Participants must successfully complete all elements of the programme, to achieve the
minimum credits required for the award (i.e., 180 credits for a masters’ award). All
coursework is assessed according to the grade-related criteria for the programme level,
available in the Programme Handbook.
All assignments are independently marked by two staff members, who meet to
discuss and reconcile the marks and comments for each student. Assignments are
graded from A to D, with D being a failing grade. Participants are permitted to
represent a failed assignment on one further occasion, within 12 months of the original
submission.
An external examiner is appointed and plays an important role in monitoring the quality
of the course and evaluating the effectiveness of the teaching and support provided for
the course participants and the reliability of the judgements made in assessing them.
Further details about assessment regulations can be found at
http://www.ucl.ac.uk/srs/academic-manual/c8/ioe
Support for learning
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Email contact with programme leader when deciding whether or not to apply.
An induction event at the commencement of the programme informs participants
of the programme content, methods and expectations, and introduces them to
Student Support Services and the Academic Writing Centre.
Programme and Module Handbooks offer full guidance and advice on studying,
writing and submitting both assignments and dissertations or reports.
The Programme Leader is available to advise all participants on academic
matters, and to refer them to the range of support services available at UCL IOE.
Support and supervision by a personal tutor.
Formative feedback is provided on draft assignments to take forward to the final
submission.
Peer support and networking is facilitated in the group by the use of a virtual
learning environment (VLE) and collaborative projects.
Access to the full range of welfare and union facilities is afforded to all Institute
students.
Participants are all inducted on the use of the library and information services,
and of the VLE operating system.
Methods for evaluating and improving the programme
Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum
and outcome standards include:
 Module evaluation by participants
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Termly meetings of the Programme Committee including student
representation
Annual programme review prepared by programme team and considered by
Learning and Teaching Committee
Periodic programme review and revalidation involving external panel member
Staff review and development
External examiner reports
Structured professional development for teaching teams
National student surveys
Committees with responsibility for monitoring and evaluating quality and standards
 Programme Committee
 Board of Examiners
 Teaching and Quality Committee
 Validation and Partnership Panels
 Equality and Diversity Committee
 UCL IOE Assembly
 Academic Board
Mechanisms for gaining participant feedback on the quality of teaching and their learning
experience
 Participant module evaluation (sessional and programme)
 Student representation on programme committees.
Indicators of quality and standards
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Progression to higher level award programmes
Promotion to management or higher level roles in their place of work
Programme participants teaching other practitioners in their own institutions or
on a regional or national basis
Participation in continuing professional development programmes
Publication of outstanding work in peer reviewed journals
External examiner’s appraisal of how standards compare with other
universities
Date of completion/amendment of specification
March 2015
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