
School of Design, Engineering
& Computing
Programme Specification
MSc Lifespan Neuropsychology
MSc Ageing, Neuropsychology, and Cognition
September 2013
v1.2
© 2011 Bournemouth University
Document date: Aug 2013
Authors: Jan Wiener, Ben Parris and Sine McDougall
Circulation: General
Bournemouth University undertakes to encourage the recognition, protection and exploitation of intellectual
property rights generated by participants in this programme, to the benefit, as appropriate, of students, staff,
industrial/other third parties/partners and the university.
School of Design, Engineering & Computing
Bournemouth University
Poole
Dorset
BH12 5BB
2
CONTENTS
1.
BASIC PROGRAMME DATA
4
2.
PROGRAMME CONTEXT, AIMS AND OUTCOMES
5
2.1
MSc Lifespan Neuropsychology
5
2.1.1
2.1.2
2.1.3
2.1.4
2.1.5
6
7
7
8
9
2.2
Learning Outcomes
Learning & Teaching Methods & Strategies
Assessment Strategy
Summary of Intended Learning Outcomes
Programme Diagram
MSc Ageing Neuropsychology and Cognition
10
2.2.1
2.2.2
2.2.3
2.2.4
2.2.5
11
12
12
13
14
Learning Outcomes
Learning & Teaching Methods & Strategies
Assessment Strategy
Summary of Intended Learning Outcomes
Programme Diagram
3.
ADMISSION REGULATIONS & PROCEDURES
15
4.
ASSESSMENT REGULATIONS & PROCEDURES
15
Appendices
A
PROGRAMME PROFILES
16
3
1.
BASIC PROGRAMME DATA
Originating institution(s)
Bournemouth University
Award(s) and title(s)
MSc Lifespan Neuropsychology
MSc Ageing, Neuropsychology and Cognition
External reference points(s)

QAA benchmarks for undergraduate psychology
degrees
QAA benchmarks for Economic and Social
Research Council (ESRC)
National Framework for Higher Education
Qualifications


Professional, Statutory and/or Regulatory
Body links
N/A
Place(s) of delivery
Talbot Campus, Bournemouth University
Mode(s) of delivery
Full-time
Credit structure
Level M 180 (90 ECTS)
Duration
12 months
Date of original approval(s)
N/A
Date of first intake
September 2011
Student numbers
Minimum – 15 across both MScs
Placements
N/A
Partner institution(s) and model(s)
N/A
Date and version number of this
Framework/Programme Specification
v1.2 – September 2013
This Framework / Programme Specification was revised in August 2013 following the approval of modifications. It
takes effect from September 2013 and applies to all new enrolments.
1.
DEC 1112 06
Changes to unit titles:
 Cognitive Neuropsychology in Childhood and Adolescence to become Neurodevelopmental
Disorders
 Cognition across the Lifespan to be replaced by Ageing and Neurodegenerative Disorders
 Clinical Neuropsychology to be replaced by Clinical and Cognitive Neuropsychology
Changes in content:
These changes are minor and will be reflected by the changed indicative content of the units. The
reason for these changes is that due to our developing expertise and new members of staff we now
are able to offer number of additional important topics in neuropsychology
2.
DEC 1213 10
 Advanced Issues in Cognitive and Neuropsychology - replaced by Advanced Research Methods
 Advanced Statistics – assessment becomes 100% coursework instead of 60% exam and 40%
coursework
Both units are now common with the MSc Foundations of Clinical Psychology
4
2.
PROGRAMME CONTEXT, AIMS AND OUTCOMES
2.1
MSc Lifespan Neuropsychology
Introduction
This programme provides a route into PhD-level research by adhering to the
teaching outcomes set by the ESRC as being key to the provision of adequate
training and tutelage for doctoral programmes. Furthermore, this programme is
more than just a research methods-based programme. It also provides in-depth
knowledge of areas known to be of general interest amongst the undergraduate
population which means that the programme will also cater for those students
interested in adding a further qualification beyond Bachelors level awards but
who have no desire to study beyond M level. In doing so, the programme not
only offers society and the economy graduates with the necessary research
skills for the advancement of knowledge in related fields by way of doctoral
level research but will also provides better qualified graduates with advanced
critical thinking skills necessary for advancements in any job or profession.
Overall Programme Aims
This programme aims to provide students with a comprehensive knowledge of
cognition and the effects of neurological impairments on human cognition with a
focus on these effects in childhood and old age. Three key units will drive the
specialism in Lifespan Neuropsychology and differentiate it from the MSc in
Ageing, Neuropsychology and Cognition: 1) The Neurodevelopmental disorders
unit is specific to this course; 2) In the Key Transferable Skills unit students will
have to provide a ‘Case for Support’ that is specific to cognitive and/or
neuropsychology in the general or impaired populations; 3) The Research
Project will be intimately related the topic of the MSc and so will further
differentiate the two MScs. Overall, this programme will provide the students
with the necessary critical and methodological skills for the advancement and
creation of knowledge in the area of cognitive neuropsychology so that we can
better understand cognition across the lifespan and thus aid the development
of, and treat impairment and decline of, mental function more effectively in the
future. This course therefore represents a useful addition to the knowledge
economy with the provision of well-trained individuals capable of furthering
knowledge and improving the quality of life of those experiencing abnormal
development of, or decline or impairment of, mental function.
Overall Programme Outcomes
2.1.1
Learning Outcomes
This M-Level programme provides opportunities for students to develop and
demonstrate knowledge, and understanding, and skills as follows:
5
A
Subject Knowledge and Understanding
This programme provides opportunities for students to develop and
demonstrate:
A1.
A2.
A3.
B
Advanced knowledge of theories in cognitive neuropsychology and the
inherent variability and diversity of the approaches in cognitive
neuropsychology across the lifespan.
Advanced knowledge of specialised areas in cognitive neuropsychology and their applications.
A comprehensive understanding of research approaches and methods
in cognitive neuropsychology.
Intellectual skills
This programme provides opportunities for students
demonstrate:
B1.
B2.
B3.
B4.
C
A systematic understanding of knowledge needed for academic study
at Masters level.
The ability to evaluate critically current literature and advanced
scholarship in the discipline.
Synthesis of information from a number of sources in order to gain a
coherent understanding of theory and practice.
Evaluation of methodologies and critiques of them and, where
appropriate, to propose new hypotheses.
Subject-specific skills
This programme provides
demonstrate:
C1.
C2.
C3.
D
to develop and
opportunities for students to develop and
A comprehensive and advanced understanding of cognitive
neuropsychology and the capacity to synthesise this information in new
and original ways.
The ability to plan, initiate, design, conduct and report an original
experiment under appropriate supervision.
The ability to correctly select and apply a range of advanced statistical
and experimental methods.
Transferable skills
This programme provides opportunities for students to develop and
demonstrate:
6
D1.
D2.
D3.
D4.
D5.
D6.
D7.
2.1.2
Critical and independent evaluation of academic and interpersonal
performance.
Analytical thinking and problem-solving skills suitable for a variety of
scenarios.
Interpersonal and empathic skills arising from an understanding of both
individual differences and inherent capacities and limitations of
particular groups of people.
Competence in communicating ideas and documented findings via
written, oral and visual media.
The ability to collect, select, and analyse a range of experimental and
fieldwork data.
The ability to distil, synthesise and critically analyse a variety of
approaches to problems.
Initiative, self direction and personal responsibility in the management
of learning and research
.
Learning and Teaching Methods and Strategies
It can be seen from the matrix presented in Appendix B that a variety of
learning and teaching methods and strategies are used. The aim of the
programmes is to provide a coherent set of units which will take the student
from the history of cognitive and neuropsychological research through to stateof-the-art methods currently employed, and from neuropsychological disorders
in childhood through to neuropsychological disorders arising from stroke and
dementia in old age. These aims will be achieved by the provision of a variety
of different learning experiences: lectures, seminars/tutorials, debates,
workshops, directed/guided studies and research. Teaching is informed by
research, enabling students to become up-to-date with the latest developments
in the areas of study. Covering theoretical principles is paramount.
Considerable emphasis is placed upon the integration within the programme
and the development of transferable skills.
2.1.3
Assessment Strategy
The assessment will broadly focus on analytical and critical thinking, systematic
analysis of complex problems, critical evaluation and justification of alternative
approaches as well as analysis, interpretation and presentation of data and
theories.
Single units will be assessed by either coursework only or a combination of
coursework and examination. Coursework will be assessed by a variety of
different methods including essays, time constraint assignments, presentations,
in class tests, etc. In addition to well-established assessment methods, some
units will utilize novel approaches to assess students’ learning success. A
number of examples are provided below:

Coursework assessment in the Neurodevelopmental Disorders unit will
consist of an evaluation of a cognitive impairment: students will receive a
description of a patient and their performance on certain cognitive tasks.
7


2.1.4
Students will have to evaluate the patient and determine where on a
model of normal functioning the patient is impaired.
The Advanced issues in Cognitive Psychology and Neuropsychology unit
aims to provide students with knowledge of fundamental issues and
methods in cognitive psychological and neuropsychological research.
Coursework assessment will require students to discuss and critique key
methodological issues and to provide a written summary of that
discussion.
In the Key transferable skills: Presentation and scientific writing unit,
students will be asked to write a case for support as required for grant
proposals based on their chosen research project. This case for support
will be due by the end of term 1 and will be assessed. In addition,
students are required to present preliminary data from their research
project by the end of term 2. This presentation will also be assessed.
Summary of Intended Learning Outcomes
Students should have a detailed and coherent knowledge of the key aspects of
cognitive neuropsychology some of which will be informed by ideas and
methods at the forefront of the discipline. They are expected to develop skills to
manage their own learning and make use of scholarly reviews to sustain
arguments and solve problems. Conceptual understanding should enable
students to develop the ability to critically evaluate assumptions and
judgements whilst being aware of the ambiguities, uncertainties and limitations
of knowledge. They should be able to initiate and carry out work, applying
relevant methods in the identification of appropriate questions and solutions
and then communicate their findings to a range of audiences. Transferable
skills are expected to include the ability to use initiative, take personal
responsibility for decision-making and project planning and understand the
abilities required to undertake further training.
8
2.1.5
PROGRAMME DIAGRAM
PROGRAMME
PROGRAMMEDIAGRAM
DIAGRAM1
Programme diagram
MSc Lifespan Neuropsychology
Stage 3 / Level M
Core units (Compulsory)
Exit qualification: MSc
Lifespan Neuropsychology
Research Project (60)
Requires 180 Level M credits
Stage 1 & 2 / Level M
Exit qualification: PG Dip
Core units (Compulsory)
Psychology
Aging and Neurodegenerative Disorders (20)
Advanced Research Methods (20)
Clinical and Cognitive Neuropsychology (20)
Neurodevelopmental Disorders (20)
Advanced Statistics (20)
Key transferable skills: Presentations and scientific writing (20)
Requires 120 Level M credits
(must include:
Neurodevelopmental
Disorders)
Exit qualification: PG Cert
Psychology
Requires 60 Level M credits
(must include:
Neurodevelopmental
Disorders)
9
2.2
MSc Ageing, Neuropsychology and Cognition
Introduction
This programme provides a route into PhD-level research by adhering to the
teaching outcomes set by the ESRC as being key to the provision of adequate
training and tutelage for doctoral programmes. Furthermore, this programme is
more than just a research methods-based programme. It also provides in-depth
knowledge of areas known to be of general interest amongst the undergraduate
population which means that the programme will also cater for those students
interested in adding a further qualification beyond Bachelors level awards but
who have no desire to study beyond M level. Furthermore, this programme will
be of interest to people with an already developed awareness of the importance
of knowledge in this area. It is likely that people with backgrounds in the
management of caring for the elderly or in caring professions in general who
are looking to develop their knowledge and their curriculum vitaes in order that
they can advance in their careers or even move into a more research-based
career will be interested in this MSc. This programme not only offers society
and the economy graduates with the necessary research skills for the
advancement of knowledge in related fields by way of doctoral level research
but will also provide better qualified graduates with advanced knowledge and
critical thinking skills necessary for advancements in related professions.
Overall Programme Aims
This programme aims to provide students with an in-depth knowledge of
cognition and the effects of neurological impairments on human cognition with a
focus on these effects in old age. Moreover, this programme aims to provide
students with advanced knowledge relating to the effects of ageing on health
and wellbeing. It is the intention of the programme to equip students with the
necessary critical and methodological skills for the advancement of knowledge
of age-related neurological impairments so that we can better understand both
cognitive and health aspects of ageing. Three key units will drive the specialism
in the MSc in Ageing, Neuropsychology and Cognition and differentiate it from
the MSc Lifespan Neuropsychology: 1) The Ageing, Health and Wellbeing unit
is specific to this course; 2) In the Key Transferable Skills unit students will
have to provide a ‘Case for Support’ that is specific to ageing; 3) The Research
Project will be intimately related the topic of the MSc and so will further
differentiate the two MScs. Overall, this programme will provide the students
with the necessary critical and methodological skills for the advancement and
creation of knowledge in the area of cognitive neuropsychology so that we can
better understand the cognitive neuropsychological- and health-related issues
associated with ageing. This will aid in the more effective treatment of
impairment and decline of mental function. This course therefore represents a
useful addition to the knowledge economy with the provision of well-trained
individuals capable of furthering knowledge and improving the quality of life of
those experiencing decline or impairment of mental function. In addition, this
course focuses on providing knowledge that society and the economy currently
requires as a result of the ageing UK and world populations.
10
Overall Programme Outcomes
2.2.1
Learning Outcomes
This M-Level programme provides opportunities for students to develop and
demonstrate knowledge, and understanding, and skills as follows:
A
Subject Knowledge and Understanding
This programme provides opportunities for students to develop and
demonstrate:
A1.
A2.
A3.
B
Advanced knowledge of theories in cognitive neuropsychology and the
inherent variability and diversity of the approaches taken to study normal
and abnormal processes of ageing.
Advanced knowledge of specialised areas in cognitive neuropsychology
and their applications.
A comprehensive understanding of research approaches and methods in
cognitive neuropsychology.
Intellectual skills
This programme provides opportunities for students to develop and
demonstrate:
B1.
B2.
B3.
B4.
C
A systematic understanding of knowledge needed foracademic study at
Masters level.
The ability to evaluate critically current literature and advanced
scholarship in the discipline.
Synthesise information from a number of sources in order to gain a
coherent understanding of theory and practice.
Evaluation of methodologies and critiques of them and, where
appropriate, to propose new hypotheses.
Subject-specific skills
This programme provides opportunities for students to develop and
demonstrate:
C1.
C2.
C3.
A comprehensive and advanced understanding of cognitive
neuropsychology and ageing and the capacity to synthesise this
information in new and original ways.
The ability to plan, initiate, design, conduct and report an original
experiment under appropriate supervision.
The ability tocorrectly select and applya range of advanced statistical
and experimental methods.
11
D
Transferable skills
This programme provides opportunities for students to develop and
demonstrate:
D1.
D2.
D3.
D4.
D5.
D6.
D7.
Critical and independent evaluation of academic and interpersonal
performance.
Analytical thinking and problem-solving skills suitable for a variety of
scenarios.
Interpersonal and empathic skills arising from an understanding of both
individual differences and inherent capacities and limitations of particular
groups of people.
Competence in communicating ideas and documented findings via
written, oral and visual media.
The ability to collect, select, and analyse a range of experimental and
fieldwork data.
The ability to distil, synthesise and critically analyse a variety of
approaches to problems.
Initiative, self direction and personal responsibility in the management of
learning and research
.
2.2.2 Learning and Teaching Methods and Strategies
It can be seen from the matrix presented in Appendix B that a variety of
learning and teaching methods and strategies are used. The aim of the
programmes is to provide a coherent set of units which will take the student
from the history of cognitive and neuropsychological research through to stateof-the-art methods currently employed, and from neuropsychological disorders
in childhood through to neuropsychological disorders arising from stroke and
dementia in old age. These aims will be achieved by the provision of a variety
of different learning experiences: lectures, seminars/tutorials, debates,
workshops, directed/guided studies and research. Teaching is informed by
research, enabling students to become up-to-date with the latest developments
in the areas of study. Covering theoretical principles is paramount.
Considerable emphasis is placed upon the integration within the programme
and the development of transferable skills.
2.2.3 Assessment Strategy
The assessment will broadly focus on analytical and critical thinking, systematic
analysis of complex problems, critical evaluation and justification of alternative
approaches as well as analysis, interpretation and presentation of data and
theories.
Single units will be assessed by either coursework only or a combination of
coursework and examination. Coursework will be assessed by a variety of
different methods including essays, time constraint assignments, presentations,
in class tests, etc. In addition to well-established assessment methods, some
12
units will utilize novel approaches to assess students’ learning success. A
number of examples are provided below:


2.2.4
The Advanced Issues in Cognitive Psychology and Neuropsychology unit
aims to provide students with knowledge of fundamental issues and
methods in cognitive psychological and neuropsychological research.
Coursework assessment will require students to discuss and critique key
methodological issues and to provide a written summary of that
discussion.
In the Key transferable skills: Presentation and scientific writing unit,
students will be asked to write a case for support as required for grant
proposals based on their chosen research project. This case for support
will be due by the end of term 1 and will be assessed. In addition,
students are required to present preliminary data from their research
project by the end of term 2. This presentation will also be assessed.
Summary of Intended Learning Outcomes
Students should have a detailed and coherent knowledge of the key aspects of
cognitive neuropsychology some of which will be informed by ideas and
methods at the forefront of the discipline. They are expected to develop skills to
manage their own learning and make use of scholarly reviews to sustain
arguments and solve problems. Conceptual understanding should enable
students to develop the ability to critically evaluate assumptions and
judgements whilst being aware of the ambiguities, uncertainties and limitations
of knowledge. They should be able to initiate and carry out work, applying
relevant methods in the identification of appropriate questions and solutions
and then communicate their findings to a range of audiences. Transferable
skills are expected to include the ability to use initiative, take personal
responsibility for decision-making and project planning and understand the
abilities required to undertake further training.
13
2.2.5
PROGRAMME DIAGRAM
PROGRAMME DIAGRAM
MSc Ageing, Neuropsychology and Cognition
Stage 3 / Level M
Core units (Compulsory)
Exit qualification: MSc
Research Project (60)
Ageing, Neuropsychology and
Cognition
Requires 180 Level M credits
Stage 1 & 2 / Level M
Core units (Compulsory)
Exit qualification: PG Dip
Psychology
Ageing and Neurodegenerative Disorders (20)
Advanced Research Methods (20)
Clinical and Cognitive Neuropsychology (20)
Ageing, Health and Wellbeing (20)
Advanced Statistics (20)
Key transferable skills: Presentations and scientific writing (20)
Requires 120 Level M credits
(must include: Ageing, Health
and Wellbeing)
Exit qualification: PG Cert
Psychology
Requires 60 Level M credits
(must include: Ageing, Health
and Wellbeing)
14
3
ADMISSION REGULATIONS AND PROCEDURES
The regulations for this programme are the University’s Standard Postgraduate
Admission Regulations with the following exceptions: The applicant should
normally have achieved a minimum classification of 2:1 in a UK bachelor
degree or overseas equivalent in a relevant subject. A satisfactory Personal
Statement on the Application Form showing evidence of motivation and/or
experience to study the main topics of the programmes is required. Two
satisfactory references are required. Typically (discretionary by the Selection
Panel), face-to-face or telephone interview with a satisfactory outcome is
required. For applicants for whom English is not their first language, an English
Language certificate such as IELTS (academic) with a score of 6.5 Writing and
6.5 Oral is required. Applicants without an undergraduate Psychology degree
are expected to have a GCSE in Mathematics with at least a grade C or
overseas equivalent.
4
ASSESSMENT REGULATIONS AND PROCEDURES
The regulations for these programmes are the University’s Standard Postgraduate
Degree Assessment Regulations.
15
Programme Profiles
Originating
Institution(s):
Place(s) of Delivery:
Framework Title (in full):
Talbot campus
Programme Award and Title:
Mode(s) of study 1:
Full-time
Psychology
MSc Lifespan Neuropsychology
Expected Length of study 2:1
year
School: DEC
Interim Award and Titles & required credits:
Programme HESA
JACS code: C800
Partner institution:
PG Cert Psychology (60 Level M credits)
PG Dip Psychology (120 level M credits)
BU Credit Structure & ECTS
3:
180 Level M credits (90
ECTS)
Cost Centre(s) 4
Assessment Regs 7:
Unit Details
Unit identification
Unit version no.
PSY1017M-1
NEW v1
PSY1018M-1
NEW v1
PSY10109M-1
PSY1012M-1
PSY1013M-1
Unit name
Ageing and Neurodegenerative
Disorders
Advanced Research Methods
Clinical and Cognitive
Neuropsychology
Advanced Statistics
Neurodevelopmental Disorders
Key transferable skills: Presentation
and scientific writing
Research Project
Effective from 10
Prog Year / Month / Year
Yr. 1
Sept
2013
Yr. 2
Yr. 3
Yr.4
CC 1
C8
07
100
1
C
No of
Level
credits (C,I,H,
6
PgC,
PgD,
M)
20
M
C8
C8
07
07
100
100
1
1
C
C
20
20
M
M
100
100
C8
C8
C8
07
07
07
100
100
100
1
1
1
C
C
C
20
20
20
M
M
M
100
100
100
C8
07
100
1
C
60
M
100
Contact in School: B Parris (65484)/ J Wiener
(61822)
%
HESA
JACS
Subject
Code
CC2
%
Date approved 11:
June 2013
Name of Professional, Statutory or Regulatory Body (if appropriate) 14:
Prog
year 5
FT
Prog
year 5
PT
Core /
option
Assessment 8
Element Weightings 9
HESA
JACS
Subject
Code
Programme Specification
version no. 12: v1.2
Exam
1
C/Work
1
100
Placement 13:
Diploma Supplement Statement regarding PRSB accreditation
15:
C/Work
2
Originating
Institution(s):
Place(s) of Delivery:
Framework Title (in full):
Talbot campus
Programme Award and Title:
Mode(s) of study 1:
Full-time
Psychology
MSc Ageing, Neuropsychology and Cognition
Expected Length of study 2:1
year
School: DEC
Interim Award and Titles & required credits:
Programme HESA
JACS code:C800
Partner institution:
PG Cert Psychology (60 Level M credits)
PG Dip Psychology (120 level M credits)
BU Credit Structure & ECTS
3:
180 Level M credits (90
ECTS)
Cost Centre(s) 4
Assessment Regs 7:
Unit Details
Unit identification
Unit version no.
PSY1008M-1
Unit name
Aging and Neurodegenerative
Disorders
Advanced Research Methods
Clinical and Cognitive Neuropsychology
Advanced Statistics
Ageing, Health and Wellbeing
Key transferable skills: Presentation
and scientific writing
Research Project
NEW v1
PSY1010M-1
NEW v1
NEW v1
PSY1012M-1
PSY1013M-1
HESA
JACS
Subject
Code
CC 1
%
C8
07
100
1
C
No of
Level
credits (C,I,H,
6
PgC,
PgD,
M)
20
M
C8
C8
C8
C8
C8
07
07
07
07
07
100
100
100
100
100
1
1
1
1
1
C
C
C
C
C
20
20
20
20
20
M
M
M
M
M
C8
07
100
1
C
60
M
10
Effective from
Prog Year / Month / Year
Yr. 1
Sept
2013
Yr. 2
Yr. 3
Contact in School: B Parris (65484)/ J Wiener (61822)
HESA
JACS
Subject
Code
CC %
2
Date approved
June 2013
Name of Professional, Statutory or Regulatory Body (if appropriate) 14:
Yr.4
17
11:
Prog
year 5
FT
Prog
year 5
PT
Core /
option
Programme Specification
version no. 12: v1.2
Placement
Assessment 8
Element Weightings 9
Exam
1
C/Work
1
100
100
100
100
100
100
100
13:
Diploma Supplement Statement regarding PRSB accreditation
15:
C/Work
2