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Programme Specification
MSc Business Psychology
(Blended Learning delivery)
HLST127
Faculty of Health and Life Sciences
Academic Year: 2015-16
.
RAP Approved 15th April 2015
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Contents
Introduction
Part 1: Programme Specification
Page
1- 10 Basic Programme information
4
11 Educational Aims of the Programme
5
12 Intended Learning Outcomes
5
13 Programme Structure and Requirements
8
14 Support for Students and their Learning
9
15 Criteria for Admission
9
16 Methods for Evaluation and Enhancing the Quality and Standards of Teaching and learning
9
17 Regulation of Assessment
10
18 Indicators of Quality and Standards
10
19 Additional Information
10
20 List of mandatory and core option modules
12
21 Curriculum Map
13
22 Capabilities (Skills) Map
14
Part 2: Supporting information
Relationship to the national Qualifications Framework, Subject Benchmarks and
Professional/Statutory Body requirements.
16
Teaching and Learning Strategy
16
Assessment Strategy
17
Programme/Course management
18
Entry Requirements and Selection Procedures
18
Compliance with the University’s Academic Regulations and Current Legislation
18
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Introduction
This document outlines an MSc Business Psychology course which is delivered via a blended learning
platform and provides a thorough empirical, theoretical and methodological introduction to the field of
business psychology. The course is unique in that it offers in depth study remotely supporting students
and allowing them to also continue working at the same time, thus enhancing the ability to apply their
knowledge practically. The course develops upon existing staff expertise in business-based psychology
within the Psychology and Behavioural Sciences Department. This course is accredited by the
Association for Business Psychology.
The course appeals to psychology and business graduates who wish to pursue careers as managers, human
resource practitioners, organisational consultants, training providers, and business psychologists
generally. The course begins in January and offers graduate students the opportunity to study towards a
professional qualification. Students complete the course in two years of part-time study using the
University virtual learning environment (VLE) and also attending residential schools over the course of
the two years. The induction takes place over two days and covers an introduction to using the course
web, accessing the online library and critical writing skills for masters level students. The four-day
residential in year one includes an intensive period of statistical methods for psychology, in Year two
introduces students to the final year dissertation and includes project planning and ethics. Teaching and
learning is delivered by online lectures, podcasts and a number of interactive methods including quizzes
and discussion forums to enhance student learning. The course runs January-December and is
semesterised.
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Part 1: Programme Specification for
MSc Business Psychology
1 Available Award(s) and Modes of Study
Title of Award *
Mode of attendance*
*PT 2 years
MSc Business Psychology
UCAS Code
FHEQ Level*
N/A
180 credits
7
Fallback awards:
PGD Business Psychology
120 credits
PGC Business & Occupational Psychology
60 credits
7
7
*semesterised course
2 Awarding
Institution/Body *
Coventry University (this programme will be following Coventry University
Academic Regulations)
3 Collaboration
N/A
4 Teaching Institution and
Location of delivery*
Coventry University
5 Internal Approval/Review
Dates
Date of last review: 04/2015
6 Programme Accredited
by*
The Association for Business Psychology
7 Accreditation Date and
Duration
Accredited: April 2014
8 QAA Subject Benchmark
Statement(s) and/or other
external factors *
The QAA Psychology benchmark statements are available at:
Date for next review: 2020/21
Renewal: March 2017
http://www.qaa.ac.uk/AssuringStandardsAndQuality/subjectguidance/Pages/Subject-benchmark-statements.aspx
QAA Masters level indicators, available at;
http://www.qaa.ac.uk/en/AssuringStandardsAndQuality/Documents/MastersDegree-Characteristics-2010.pdf
These have been used to inform the aims of the course, and the intended
learning outcomes
The benchmarks and the handbook have been used to inform the aims of the
programme, and also the intended learning outcomes.
9 Date of Programme
Specification *
April 2015
10 Programme
Manager/Course Tutor *
Dr Christine Grant (CPsychol) HCPC Registered
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11 Educational Aims of the Programme *
The MSc Business Psychology was designed to meet the criteria for M (level 7) study as outlined by the Quality
Assurance Agency Framework for HE Qualifications in England, Wales and Northern Ireland (2008) (See supporting
information 1 for further detail). It is designed for both home and international students who already possess a
degree in a relevant subject (e.g. psychology, business, social science or science).
The MSc in Business Psychology is informed by the academic and professional disciplines of Business and
Occupational psychology. On successful completion of the programme students will be able to:

Evidence originality in the application of knowledge pertinent to business psychology;

Indicate how they can deal with complex issues systematically and creatively;

Critically evaluate literature;

Critically evaluate psychological theory to practical case studies in which business-related scenarios are
analysed;

Critically evaluate research findings and theories in the area of Business Psychology;

Successfully complete an independently conducted literature review in Business Psychology and associated
business plan;

Evidence the skills and qualities for employment that are used in business settings, for instance the
demonstration of ethical and legal consideration, critical reflection, and personal responsibility.
12 Intended Learning Outcomes*
The MSc in Business Psychology should enable students to:

Establish and evaluate competence in applying psychological knowledge and skills to the practice of
business psychology;

Evaluate and synthesise competence in theoretical and methodological aspects of business psychology at
Masters’ level;

Critical evaluative psychological literature;

Analyse knowledge of research methods and ethical procedures in order to undertake an independent
literature review and associated business plan in business psychology;

Evidence a range of transferable and professional skills, thereby enhancing employment and promotion
opportunities.
Section 21 maps the intended learning outcomes as described in the next section to the programmes mandatory
and option modules (as listed in section 20)
Section 22 shows the capabilities that students will be taught, given the opportunity to practise and will be
assessed in.
The principal teaching, learning and assessment methods normally used on the programme to achieve these
learning outcomes are identified in the next section.
12.1 Knowledge and Understanding*
On successful completion of the programme a student should be able to:
KU1
Evaluate the theoretical principles of psychological knowledge as applied in a business setting;
KU2
Be critically aware of psychological business analysis techniques;
KU3
Critically evaluate the relevance of theory and research to professional practice;
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KU4
Evidence and synthesise contemporary psychological research relevant to the field of Business Psychology.
Teaching and Learning
Online lectures, podcasts, DVDs, discussion groups, activities, online access to journal
articles and book chapters.
Assessment
KU2
Case studies and applied techniques
Business reports.
KU3
Practical sessions online including utilising appropriate business tools.
Case study
reports.
KU4
Online lectures, podcasts, DVDs, discussion groups, activities, online access to journal
articles and book chapters
Essays, literature
reviews.
KU1
Essays, literature
reviews.
12.2 Cognitive (thinking) Skills*
On successful completion of the programme a student should be able to
CS1
Systematically evaluate and select appropriate principles and techniques for business interventions;
CS2
Critically evaluate research findings in the field of Business Psychology;
CS3
Synthesise information from a range of sources in order to demonstrate a coherent understanding of the
links between theory and practice.
The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and
demonstrated are identified below.
Teaching and Learning
Assessment
CS1
Online lectures, podcsts, DVDs, discussion groups, seminars, workshops.
Guest speakers from applied fields.
Essays, practical business reports,
review of journal articles,
literature review, reflective
report, and case studies.
CS2
Online discussion groups, applied applications (including
psychometrics) and practised case studies.
Essays, business reports and case
studies.
CS3
Library sessions, access to journal articles and book chapters (via
LOCATE and online discussion groups.
Essays, literature review and
business plan, practical business
reports, case studies and poster
presentations.
12.3 Practical Skills*
On successful completion of the programme a student should be able to:
PS1
Evidence the appropriate application of ethical and legal codes of conduct;
PS2
Synthesise and evaluate theoretical concepts and knowledge in line with professional reporting standards in
Psychology;
PS3
Critically evaluate and apply research findings to professional practice.
The principal teaching, learning and assessment methods normally used to enable outcomes to be achieved and
demonstrated are identified below.
Teaching and Learning
Assessment
PS1
Online lectures, podcasts, DVDs, discussion groups, activities
Essays, practical business reports, review of
journal articles, literature review.
PS2
Practical seminar sessions, discussion groups both online and
face to face. Guest speakers in appropriate fields.
Poster presentation, reflective report, case
study report, training programme report.
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PS3
Library session, access to journal articles and book chapters,
lectures, online discussion groups
Literature review and business plan.
12.4 Transferable Skills *
On successful completion of the programme a student should be able to
TS1
Communicate effectively, both orally, visually and in writing;
TS2
Use effective self-management strategies to organise time and workloads;
TS3
Take responsibility for personal and professional development;
TS4
Utilise information technology effectively and efficiently.
Transferable/key skills are generally incorporated within modules (see annex 3) and related to relevant
assessments as appropriate. Self-directed learning forms an element of all modules and the necessity to work
within tight deadlines is an essential requirement across the curriculum. The ability to communicate orally and in
writing will be developed across the range of modules.
The wide range of assessment techniques will ensure that students are given every opportunity to demonstrate
their skills in these areas.
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13 Programme Structure and Requirements, Levels, Modules, Credits and Awards
This course is modular and is offered one year full-time and over two years part-time.
Course Requirements
To obtain an MSc Business Psychology, students must pass all of the mandatory modules (180 credits).
Students who complete 120 credits worth of modules but fail to meet the requirements of the MSc Business
Psychology will be offered a PG Diploma Business Psychology (non-accredited).
Students who complete 60 credits worth of modules but fail to meet the requirements of the MSc Business
Psychology will be offered a PG Certificate Business & Occupational Psychology (non-accredited).
The mandatory modules within the course, the module credit ratings, and possible awards are:
Code
Module Title
Credits
M014PY
Psychological Assessment at Work
20
M72PY
Research Methods in Psychology
20
M015PY
Work and Well-Being
20
M016PY
Leadership Engagement and Motivation
20
M020PY
Consumer Psychology
20
M017PY
Learning Training and Development
20
PGC award
PGD award
M021PY
Project Planning and Personal Career Development
10
M022PY
Literature review and business plan
50
MSc Business Psychology award
All modules should be passed and cover the skills and knowledge required for accreditation by the Association of
Business Psychology. The research methods in Psychology module has a residential component of four days for
Year 1 and in Year 2 students attend a one-day workshop on the dissertation.
To meet the professional requirements of accreditation no modules are to be condoned for this course, all modules
are to be passed at 40% and above.
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14 Support for Students and their Learning
All students attend an induction programme at the start of the course. During the Induction Programme they are
taught how to use the online system of course and module delivery and they also attend an electronic informationretrieval course. Sessions also include an introduction to study skills, meetings with staff (including personal tutors
and course leader), library tour, introductory lectures covering core areas, introduction to Student Services
(including counselling and careers advice) and social events. Students attend a residential programme in Year 1
and a 1 day workshop for the dissertation in year 2. During the residential programme they have lectures from
guest speakers and engage in group activities, to assist the development of key skills such as data analysis. All
residentials are mandatory to attend, although those students who may not be able to attend due to mitigating
circumstances can be provided for remotely using the online materials and support from their personal tutor.
All students are allocated an Academic Personal Tutor for pastoral and academic support, and are given access to
the MSc Business Psychology Programme Web which holds a comprehensive amount of documentation and
guidance, including the Student Handbook, a paper copy of which is also given to each student at induction.
All modules have their own CU Online web which contains a range of support materials including the Module
Guide, specifying module aims, learning outcomes, indicative content, assessment criteria and recommended
reading, uploaded within TALIS and linked to the EQUELLA repository. Module Leaders and the Course Director
regularly access their module and programme webs in order to check mail and discussion forum entries, and online
‘office hours’ are posted. Students are also able to make appointments to meet with staff if necessary.
Module Leaders and the Course Director regularly access their module and programme webs in order to check mail
and discussion forum entries, and online ‘office hours’ are posted.
Other learning resources available for use by students on the MSc Business Psychology include laboratories and a
modern, well-equipped library (http://www.library.coventry.ac.uk).
15 Criteria for Admission
The criteria for entry are;

An Honours degree in a relevant subject (e.g. Psychology, Business, Social Science or Science) and

An upper second or first class award;

Applicants who do not meet one or both of the two criteria above but have relevant experience will also
be considered for entry on an individual basis.
Applicants for whom English is not their first language must also be able to demonstrate IETLS 6.5. University
regulations state that where appropriate students can normally attend and pass a 5 week campus based English
course if their IELTS score is 6.0. However for students enrolled on an online non-campus based course this is
available but would require additional funding, travel and accommodation.
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16 Method for Evaluating and Enhancing the Quality and Standards of Teaching and Learning
The Programme is managed by the Psychology and Behavioural Sciences Board of Study of the Faculty of Health
and Life Sciences.
The Programme Assessment Board (PAB) for Psychology and Behavioural Sciences is responsible for considering
the progress of all students and making awards in accordance with both the University and course-specific
regulations.
The assurance of the quality of modules is the responsibility of the Board of Study which contribute modules to the
programme (in this case Psychology and Behavioural Sciences).
External Examiners report annually on the programme and their views are considered as part of the annual quality
monitoring process (CEQM). Details of the CQEM process can be found on the Registry’s web site.
Students are represented on the Student Forum, Board of Study and Faculty/School Board, all of which normally
meet two or three times per year, issues may be provided by email to the Student Forum Cahir for blended
students.
Student views are also sought through module and course evaluation questionnaires.
17 Regulation of Assessment
University policy requires the internal moderation of all assessments.
External Examiners are appointed for all named University awards. The role of the External Examiner at module
level is to ensure that academic standards are in line with national norms for the subject. External Examiners
undertake the moderation of examination papers and assessment tasks, and view representative samples of work
for the modules for which they have responsibility. At programme level, External Examiners help to ensure fairness
in the consideration of student progression and awards. They have the right to comment on all aspects of the
assessment system and participate as full members of the assessment boards.
The Pass mark for all modules is 40%. This overall module mark may comprise more than one component (e.g.
coursework and exam). The individual module descriptors give the precise pass criteria and the weighting of the
component marks that contribute to the overall module mark.
Awards for Taught Master programmes may be made with Distinction or Merit (i.e. achievement of an average
mark of at least 70% or 60% respectively).
18 Indicators of Quality and Standards
The Department of Psychology and Behavioural Sciences has high student satisfaction ratings as shown in the
National Student Satisfaction Survey, and the authority of staff to deliver high quality postgraduate courses is
evidenced by their active involvement in consultancy, income generation, professional body work, and applied
research. The Psychology and Behavioural Sciences Department has considerable experience in delivering
successful accredited and non-accredited postgraduate programmes in psychology through a variety of delivery
means. The programmes have been designed in accordance with the QAA benchmark statements for Psychology.
The course received accreditation from the Association of Business Psychologists in 2014.
The report of QAA’s Institutional Audit undertaken in November 2008 confirmed that
 Confidence can be placed in the soundness of the institutions current and likely future management of the
academic standards of its awards

Confidence can be placed in the soundness of the institutions current and likely future management of the
quality of the learning opportunities.
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19 Additional Information
Key sources of information about the course and student support can be found in

Module and Course Handbooks

VLE (Virtual learning environment)

Student notice boards

Academic and general regulations:
(available from the Registry website at http://wwwm.coventry.ac.uk/Registry/Pages/Home.aspx)

The Faculty of Health and Life Sciences website (http://wwwm.coventry.ac.uk/hls/Pages/HLShome.aspx)
More detailed information on the learning outcomes, content, and teaching, learning and assessment methods of
each module can be found in the Module Information Directory (MID), student module guide(s) and the course
handbook. Module Information Directory (https://webapp.coventry.ac.uk/MidWebNext/Main.aspx)
Study Support information is accessible from student services home page.
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 s/he 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 Module Information Directory (MID), student module
guide(s) and the course handbook.
The accuracy of the information contained in this document is reviewed by the University and may be
verified by the Quality Assurance Agency for Higher Education.
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20 Mandatory and Option Modules
Module title
Credit
value
Pre/Co
M015PY
Work and Well-Being
20
M
M014PY
Psychological Assessment at Work
20
M
M017PY
Learning Training and Development
20
M
M021PY
Project planning and Personal Career Development
10
M
M020PY
Consumer Psychology
20
M
M016PY
Leadership Engagement and motivation
20
M
M72PY
Research Methods in Psychology
20
M
M022PY
Literature Review & Business Plan
50
M
requisite
Course A
Module
code
Key
M = Mandatory (i.e. must be studied and passed for the named award)
O = Option
This course is semesterised.
This course will be delivered across two years of part-time blended study as follows:
Year 1
M014PY
M72PY
M015PY
M020PY
Psychological Assessment at Work
Research Methods in Psychology
Work and Well Being
Consumer Psychology
20
20
20
20
credits
credits
credits
credits
Year 2
M016PY
M021PY
M017PY
M022PY
Leadership Engagement and Motivation
Project Planning and Personal Career Development
Learning, Training and Development
Literature review and Business plan
20
10
20
50
credits
credits
credits
credits
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21 Curriculum Map
Knowledge and
understanding
Module
codes
KU1
M015PY
X
M014PY
X
M017PY
X
M021PY
X
M020PY
X
M72PY
X
M016PY
X
M022PY
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KU2
Cognitive Skills
Practical Skills
Transferable skills
PS3
TS1
TS2
TS3
TS4
X
X
X
X
X
X
X
X
X
X
X
KU3
KU4
CS1
CS2
CS3
PS1
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X`
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
PS2
X
X
X
X
X
13
22 Capabilities (Skills) Map
Module codes
Learning to Learn Working with others
Problem Solving
and Innovation
IT and Online
Learning
Communication
Information
Management
M015PY
TP
TP
TPA
P
TP
TPA
M014PY
P
PA
TPA
P
TPA
TPA
M017PY
PA
P
TPA
P
TPA
TPA
M021PY
TPA
PA
P
PA
TPA
M020PY
PA
TPA
TPA
PA
TPA
TPA
M72PY
P
PA
TPA
P
TPA
TPA
TPA
TPA
TPA
TPA
TPA
TPA
M016PY
M022PY
Key: T = Taught
TPA
P = Practised
TPA
TPA
A = Assessed
The Code of Practice for Academic and Professional Skills Development requires that each of the capabilities be demonstrated at least once during the programme.
Capability Outlines (from the Code of Practice for Academic and Skills Development)
Learning to Learn – Students should be ready to accept responsibility for their own independent learning. They should also be able to reflect on their learning and appraise
their capabilities and achievements. Students should also be able to identify their individual needs for effective learning.
Working with Others – Students should be able to work effectively as part of a group, and respect the dignity, rights and needs of others.
Problem Solving and Innovation – Students should be able to use problem-solving skills in a variety of practical situations. They should be able to demonstrate creativity,
flexibility, perception, decisiveness, confidence and an awareness of values.
Numeracy – Students should be able to interpret, analyse and present numerical data.
IT and Online Learning – Students should be able to use computer-based systems for learning, communicating, collaborating with peers and tutors, and working with data.
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Communication – Students should be able to communicate effectively in appropriate forms in a wide variety of situations.
Career Management – Students should appreciate the values, culture, structure and process of work organisations relevant to their area of study. Students should also
appropriately match their experience and academic achievements to employer expectations.
Information Management – Students should be able to carry out research relevant to their field of study by retrieving and using information drawn from a variety of
resources.
Personal Development Planning – Students should be able to demonstrate self-awareness, set personal goals and record achievement.
Capabilities developed through the Add+vantage Scheme
In all full-time UK based undergraduate courses (with the exception of those that lead to a licence to practice), students will undertake at least one 10 credit Add+vantage
module in each of the three years of their course. Theses Add+vantage modules will develop the following generic capabilities:
 Problem Solving Skills
 Action Planning and Organising
 Written and Oral Communication
 Questioning and Listening
Employability competencies and career management skills will be introduced in each Add+vantage module. The following personal qualities related to employability will be
addressed in each of the Add+vantage modules:
 Achievement orientation
 Initiative (Creativity)
 Self Confidence
 Decisiveness
 Reflectiveness
 Adaptability/Flexibility
 Influencing
 Career Management Skills
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Part 2: Supporting Information for
MSc Business Psychology
1 Relationship to the National Qualifications Framework, Subject Benchmarks and
Professional/Statutory Body requirements
Students who have demonstrated:
i a systematic understanding of knowledge, and a critical awareness of current problems
and/or new insights, much of which is at, or informed by, the forefront of their academic
discipline, field of study, or area of professional practice;
The learning outcomes for Knowledge and Understanding (Part 1 section 11.1) require all students on
the Masters to demonstrate knowledge and understanding of the empirical, theoretical and
methodological issues relating to their field of study, and to demonstrate knowledge of cutting-edge
applied practice issues.
ii a comprehensive understanding of techniques applicable to their own research or advanced
scholarship;
iii originality in the application of knowledge, together with a practical understanding of how
established techniques of research and enquiry are used to create and interpret knowledge in
the discipline;
For both points ii and iii above the learning outcomes for KU2, KU3 and KU4 in Part 1 section 11.1,
CS1 to CS3 in Part 1 section 11.2, and PS3 in Part 1 section 11.3 clearly fulfil the requirement to be
able to understand and apply the latest techniques, methods and analytic strategies for research and
advanced scholarship in the study of Business Psychology.
iv conceptual understanding that enables the student:

to evaluate critically current research and advanced scholarship in the
discipline; and

to evaluate methodologies and develop critiques of them and, where appropriate, to
propose new hypotheses.
Learning outcomes CS2 and CS3 (Part 1 section 11.2) clearly articulate the cognitive skills required to
achieve the conceptual understanding outlined above with both research and methodology.
Neither the Psychology Subject Benchmarks nor any Professional Body or Statutory Requirements
pertain to a Masters degree in this particular subject.
2 Teaching and Learning Strategy
The teaching and learning strategies employed on the course reflect the university policy
documents in these areas, and key elements are autonomy, reflection, critical evaluation, and
innovation. The Course Team has liaised with the Faculty Learning Technologist, the Faculty
Teaching Development Fellow, and the E-Learning Centre to develop the online course. Personal
development planning is an integral component of key modules in the course which emphasise
practitioner skills, and the Programme Web also features information and advice about careers.
The course is also informed by teaching and research excellence and applies remote learning
techniques including the use of recorded lectures, podcasts and mulit-media to engage students.
Students attend residentials to enhance and embed their learning. The Course Team includes staff
who are Chartered Psychologists and Registered Occupational Psychologists with a wealth of
experience in this area, and who are active researchers and/or practitioners.
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Key features are thus:
1. Reflective and autonomous learning – the nature of the curriculum design focuses on
developing student skills in reflection and independent learning. Students are encouraged
to apply theoretical ideas to practitioner/real life scenarios and to reflect on how best to
achieve an appropriate outcome.
2. Critical evaluation – one of the key aims of the course is to facilitate the development of a
critically evaluative approach to theory and research in order to ensure that evidence-based
practice is informed by criticality rather than a passive acceptance of previous practice.
3. Students are exposed to very high quality materials informed by pedagogical research and
design, and they also benefit from an interactive environment in which they can engage
with fellow students as well as staff
University Teaching, Learning and Assessment Strategy 2011-15.
http://wwwm.coventry.ac.uk/university/corporateinformation/Documents/923611%20Teaching%20Learning%20and%20Assessment%20Strategy%20201115%20v4%20hi%20res.pdf
3 Assessment Strategy
The assessment strategy for Psychology is designed to take account of module learning outcomes and
informed by the University regulations and guidelines for assessment, Faculty policies and national
guidelines. The assessment pattern has been designed to ensure diversity and balance alongside the
need for a credible measure of the achievement of learning outcomes. The assessment diet thus
includes: essays, practical business reports, evidence based portfolio and an advanced literature
review.
A broad range of assessment techniques is used to facilitate the performance of students. Through
their engagement with different modules and assessment patterns students are required to
demonstrate their knowledge and skills in a variety of ways.
Learning outcomes are clearly linked to assessment in each of the module descriptors to ensure that
students meet the threshold requirements given in the Masters’ level indicators. Module guides are
given to students for each module and these clearly state the learning outcomes of the module and
the requirements for assessment.
The Psychology and Behavioural Sciences Department has developed clear assessment criteria for
each of the assessment types employed and these are presented to students in student handbooks.
As well as these generic assessment schemes, each module leader also produces advice for students,
and specific marking guidelines for co-markers, detailing the type of content to be expected in an
answer. These are used to further promote equity of marking.
Moderation of assessment is carried out for all examinations and coursework following University and
Faculty policies. External Examiners for each module are required to comment on the appropriateness
of the marking and standards achieved.
Tutor feedback is provided on all assessed coursework in the form of standard assessment front
sheets or by an electronic equivalent with sections relevant to the published assessment criteria.
Written comments are provided on each aspect of the work considered in marking with guidance on
ways of improving similar future work.
Policies for the submission of late work, queries about marks awarded and other assessment
regulations are clearly stated in the Student Handbook.
Assessment for all modules is in line with Faculty policy on parity of student effort across modules,
which specifies the appropriate number of units of assessment to be applied to modules with differing
credit ratings. All coursework is marked anonymously.
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4 Programme/Course Management
The management of the course is shared between the following role-holders and committees/boards:
1. Course Director – responsible for the overall management of the course, the coherence of
the award and the quality of the student experience.
2. Module Leader – responsible for the management and delivery of individual modules, and for
the monitoring and assessment of student achievement.
3. Academic and Personal Tutor – each student will be assigned to an Academic and Personal
Tutor who is responsible for monitoring the academic progress of their tutees as well as
facilitating access to appropriate support mechanisms.
4. Admissions Tutor – responsible for the recruitment and admission of appropriately qualified
applicants and liaising with the Admissions Unit.
5. Course Administrator – the course is supported by the Course Administrator in the
Department of Psychology who also services the assessment boards.
6. Assessment Boards – a Subject Assessment Board and a Programme Assessment Board are
responsible for considering the progress of students at module and course level and ultimately
making awards in accordance with the university postgraduate regulations.
7. Board of Study – the course is managed by the Psychology and Behavioural Sciences Board of
Study which receives a report from the Course Director each term. Quality assurance in
relation to modules and the course is managed by the Board, which reports to the Faculty
Board.
8. Student Forum – students will be consulted about their experience on modules and the course
via online discussion groups and a formal student forum.
9. Module and Course Evaluation – students will be asked to complete an evaluation of all
modules and the course on an annual basis and their feedback will inform the content of the
Annual Quality Monitoring Report.
5 Entry Requirements and Selection Procedures
The entry requirements are:
The criteria for entry are;

An honours degree in a relevant subject (e.g. Psychology, Business, Social Science or
Science) and

An upper second or first class award

Applicants who do not meet one or both of the two criteria above but have relevant
experience will also be considered for entry on an individual basis.
Applicants for whom English is not their first language must also be able to demonstrate IETLS 6.5.
University regulations state that where appropriate students can normally attend and pass a 5 week
campus based English course if their IELTS score is 6.0. However for students enrolled on an online
non-campus based course this is available but would require additional funding, travel and
accommodation.
6 Compliance with the University’s Academic Regulations and current legislation
The course complies with the Coventry University Academic Regulations, and specifically the
Regulations for Taught Postgraduate Awards.
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