PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
Masters of Research in Speech, Language and Cognition
Final award (BSc, MA etc):
MRes
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
N/A
(where applicable)
Cohort(s) to which this programme
specification is applicable:
2004
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Life Sciences
Parent Department:
Division of Psychology and Language Sciences
(the department responsible for the administration of
the programme)
Departmental web page address:
http://www.ucl.ac.uk/pals/study/masters/TMRSPESSLC01
(if applicable)
Method of study:
Full time/part time
Full-time/Part-time/Other
Criteria for admission to the
programme:
http://www.ucl.ac.uk/pals/study/masters/TMRSPESSLC01
Length of the programme:
1 calendar year full time
2 calendar years part-time
(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)
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
Masters level (Level 7)
Linguistics:
http://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/
Linguistics07.pdf
Psychology:
http://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/
Psychology07.pdf
http://www.ucl.ac.uk/lifesciences-faculty/degree-programmes/speechlanguage-cognition/mres_slc_more_structure/
Board of Examiners:
Name of Board of Examiners:
MSc Language Sciences & MRes Speech, Language and Cognition
Professional body accreditation
(if applicable):
N/A
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
The aims :
 To introduce students to academic and key skills essential for all fields of research in Speech, Language
and Cognition
 To provide research training, with relevant supervisors from the Centre for Human Communication.
 To enable students to assess and critically appraise theoretical and applied research relevant to speech,
language and cognition
For suitable students, this MRes may also form the basis of a 1+3 or 4 year PhD programme in one of the
contributing departments.
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:
 the theoretical foundations underlying
the processes of human
communication
 currently relevant research in speech,
language and cognition
 how to formu late research questions
and devise a research methodology
 a range of quantitative and qualitative
methodilogy appropriate to the topic
of research
Teaching/learning methods and strategies:
 Small group teaching, seminars, student–led
research tutorials, self-study materials,
supervised laboratory placement .
 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, PhD plan (includes an extensive literature
review), research report.
B: Skills and other attributes
Intellectual (thinking) skills:
a) Critically evaluate research findings
and theoretical frameworks.
b) Apply theoretical understanding to
research methodology
c) Use reasoning skills to generate
hypotheses, propose arguments and
provide rationale
d) Identify and solve research problems
e) Understand ethical research and the
application of ethics to the conduct of
research.
Practical skills (able to):
a) Transcribe and analyse speech,
language and cognitive data at
an
appropriate level for the
research question, eliciting data
from subjects sensitively and
appropriately
b) Undertake and interpret statistical
analyses of data.
c) Manage a research project at all
stages, including application to
ethics committees
Teaching/learning methods and strategies:
a) The supervised research project and PhD plan
includes critical evaluation of relevant literature.
Seminars and critical analysis sessions encourage
critical reading and evaluation of research papers;
Discussion of key issues in teaching sessions promotes
evaluation of theories; Feedback on essays.
b) Teaching in seminars relates theory to methodology
and encourages students to develop a robust theoretical
rationale for the research project and PhD plan;
supervised laboratory placement work.
c) Reasoning skills are promoted in seminar teaching, in
analysing research papers, and in developing ideas for
research projects.
d) Critical analysis sessions focus on identifying and
resolving ‘problems’ encountered in research papers,
with peer support
e) Throughout the course, students will be asked to
reflect on the ethics of research and in both the research
project and PhD plan, will be required to justify their
choice of research question.
f) The “Issues and Methods in the Conduct of Research”
(IMR) part of the PPSRP has a strong focus on these
skills.
Assessment:
a) In essays, project and PhD plan, marks are awarded
for critical evaluation and reasoning.
b) Essays, Project and research plan.
c) Project and PhD plan
d) Project
e) Project and PhD plan
C: Skills and other attributes
Teaching/learning methods and strategies:
a) Practical classes, exercises and Summer laboratory
placement.
b) Lectures and computer-based practical classes.
c) Research seminars, student led tutorials,
supervised laboratory placement.
d) The “Personal and Professional Management Skills”
(PPMS) module of the PPSRP has a strong focus on
these skills.
Assessment:
a) Practical exercises
b) Computer-based tasks
c) Research project and PhD plan.
D: Skills and other attributes
Transferable skills (able to):
a) Communicate effectively in writing and
oral presentations
b) Listen, give and receive feedback and
respond appropriately
c) Manage & facilitate group discussions
d) Identify own training needs
Teaching/learning methods and strategies:
a) Presentations, essays, supervised research project
and PhD plan
b Critical analysis sessions, research presentations
c) Chairing project presentations
d) Laboratory placement
Assessment:
Research project and PhD plan which include project
presentation.
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. Current students can find more detailed information
on the learning outcomes, content and teaching, learning and assessment methods of each course unit/module at
http://moodle.ucl.ac.uk/course/view.php?id=1998. 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)
Dr Bronwen Evans
Name(s):
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