Programme Specification
MSc Occupational Psychology
(Blended Learning delivery)
HLST125
Faculty of Health and Life Sciences
.
Academic Year: 2015-16
RAP Approved 15th April, 2015
1
Contents
Introduction
Part 1: Programme Specification
Page
1- 10 Basic Programme information
4-5
11 Educational Aims of the Programme
6
12 Intended Learning Outcomes
6
13 Programme Structure and Requirements
9
14 Support for Students and their Learning
10
15 Criteria for Admission
10
16 Methods for Evaluation and Enhancing the Quality and Standards of Teaching
and learning
11
17 Regulation of Assessment
11
18 Indicators of Quality and Standards
12
19 Additional Information
12
20 List of mandatory and core option modules
13
21 Curriculum Map
14
22 Capabilities (Skills) Map
15
Part 2: Supporting information
Relationship to the national Qualifications Framework, Subject Benchmarks and
Professional/Statutory Body requirements.
17
Teaching and Learning Strategy
17
Assessment Strategy
18
Programme/Course management
19
Entry Requirements and Selection Procedures
19
Compliance with the University’s Academic Regulations and Current Legislation
20
2
Introduction
This MSc Occupational Psychology course, which is delivered by blended learning provides a thorough
empirical, theoretical and methodological introduction to the field of Occupational Psychology. The
course develops upon existing staff expertise in Occupational Psychology within the Psychology and
Behavioural Sciences Department. This course is accredited by the British Psychological Society.
The course appeals to psychology graduates who wish to pursue careers as occupational
psychologists, human resource professionals, training developers and business/management
consultants. The course is unique in terms of its remote based delivery and offers graduate students
the opportunity to study towards a professional qualification whilst also continuing in employment.
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 a further one day
residential 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 JanuaryDecember and is semesterised. The student cohort is normally approximately 20 students.
3
Part 1: Programme Specification for
MSc Occupational Psychology
1 Available Award(s) and Modes of Study
Title of Award *
Mode of
attendance*
*PT 2 years
MSc Occupational Psychology
UCAS Code
FHEQ Level*
N/A
180 credits
7
Fallback awards:
PGD Occupational 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 British Psychological Society
7 Accreditation
Date and Duration
Accredited: November 2014
8 QAA Subject
Benchmark
Statement(s)
and/or other
external factors *
For those students who already have an undergraduate psychology degree
that is eligible for Graduate Basis for Chartership (GBC) this course will allow
those students to progress to stage 2 of the British Psychological Society
Occuaptional chartership requirements. For those students entering without
a GBC recognised degree further study at masters’ level in psychology to
convert this degree will be required before entry to stage 2.
Date for next review: 2020/21
Renewal: March 2018
The QAA Psychology benchmark statements are available at:
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
4
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 Gail Steptoe-Warren (CPsychol, HCPC Registered)
5
11 Educational Aims of the Programme *
The MSc in Occupational Psychology is designed to meet the accreditation criteria of the British
Psychological Society Division of Occupational Psychology, and provides stage one of the
occupational route for eligibility to chartered membership (once the student has GBC). In line with
QAA requirements this Masters level course is informed by the academic and professional discipline
of occupational psychology. On successful completion of the programme students will be able to:

Evidence originality in the application of knowledge pertinent to occupational 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 Occupational Psychology;

Successfully complete an independently conducted empirical research study in Occupational
Psychology.

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 Occupational Psychology should enable students to:

Establish and evaluate competence in applying psychological knowledge and skills to the
practice of occupational psychology;

Provides Stage 1 (subject to GBC) of the process of becoming a Chartered Psychologist and
registered Occupational Psychologist;

Evaluate and synthesise competence in theoretical and methodological aspects of
occupational psychology at Masters’ level;

Critically evaluate psychological literature;

Establish and evaluate skills and knowledge of research methods and ethical procedures in
order to undertake an empirical investigation in the field of occupational psychology;

Analyse knowledge of research methods and ethical procedures in order to undertake an
independent empirical piece of research;

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.
6
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
Critically evaluate psychological business analysis techniques;
KU3
Critical evaluate the relevance of theory and research to professional practice;
KU4
Evidence and synthesising contemporary psychological research relevant to the field of
occupational psychology.
Teaching and Learning
Online Lectures, DVDs, podcasts, discussion groups, activities,
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, DVDs, podcasts, discussion groups, activities,
access to journal articles and book chapters
Essays, literature reviews.
KU1
Essays, literature reviews,
dissertation.
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 occupational
psychology interventions;
CS2
Critically evaluate research findings in the field of Occupational Psychology;
CS3
Synthesise information from a range of sources in order to demonstrate a coherent
understanding of the links between theory and practice;
CS4
Design, conduct and evaluate research in an area of Occupational Psychology.
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, podcasts, 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.
CS4
Library sessions, access to journal articles and book chapters
(via LOCATE), online discussions groups.
Review of journal articles,
literature review, reflective
report, and case studies.
7
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 including quizzes
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.
Reflective report, case study report,
training programme report.
PS3
Library session, access to journal articles and book
chapters, lectures, seminars and 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.
8
13 Programme Structure and Requirements, Levels, Modules, Credits and Awards
The course is modular and semesterised, offered on a part-time basis, and is delivered by online
learning with a mandatory residential school component in years 1 and a mandatory 1 day workshop
in year 2. Students will normally complete the course in two years (maximum of five years),
completing 100 credits in year one and 80 credits in year 2. Students cannot complete the course in
less than two years. In Years 1 and 2 students complete the taught component and must pass all
taught modules and in the final semester of year 1 they undertake the dissertation. All modules are
mandatory.
Course Requirements
For an MSc award students are required to complete 180 credits, including the 60-credit dissertation.
Students who achieve a total of 60 credits can be awarded a Postgraduate Certificate in Business &
Occupational Psychology (non-accredited by the British Psychological Society).
Students, who achieve a total of 120 credits, excluding the dissertation, can be awarded a
Postgraduate Diploma in Occupational Psychology (non-accredited by the British Psychological
Society).
The mandatory modules within the course, the module credit ratings, and possible awards are:
This is a semesterised course.
The mandatory modules within the course, the module credit ratings, and possible awards are:
Code
Module Title
M014PY Psychological Assessment at Work
M72py Research Methods in Psychology
M015PY Work and Well-Being
PGC
Credits
Award
20
20
20
M018PY Applying Psychology to Work and Organisations
M016PY Leadership Engagement and Motivation
M019PY Work Design, Change and Development
M017PY Learning Training and Development
10
20
10
20
PGD
M50py
M49py
10
50
Project Planning and ethics
Dissertation in Occupational Psychology
MSc Occupational Psychology Award
All the modules must be completed to gain the MSc Occupational Psychology award accredited by the
BPS.
All modules cover the skills and knowledge required for accreditation by the British Psychological
Society. The research methods in the workplace module in Psychology has a residential component
of four days in June of 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.
9
14 Support for Students and their Learning
All students attend a two day induction programme at the start of Year 1, and a four-day residential
programme in June of Year 1 and a 1 day workshop for the dissertation in year 2. During the
Induction Programme they are taught how to use the online system of course and module delivery
and they also attend an electronic information-retrieval course. 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 a Personal Tutor, and are given access to the MSc Occupational Psychology
Programme Web which will hold a comprehensive amount of documentation and guidance, including
the Student and Course Handbook.
All Modules have their own web which contains the Module Guide, relevant articles, all module
materials, and activities to engage students in discussion of key topics. The Module Guide contains a
full reading list, 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.
Support is also provided to students from technicians in the E-Learning Centre, via the 24/7 Helpline,
and the campus-based Course Administrator.
Reasonable adjustments can be made to the teaching, learning, and assessment on the course to
assist students with disabilities, and each application will be viewed on an individual basis.
15 Criteria for Admission
Admission to the course requires a level of psychological knowledge and skills which would normally
be provided by an accredited Honours degree in Psychology. The entry requirement would therefore
normally be:
*
a degree which provides the Graduate Basis for Chartership (GBC) with the British
Psychological Society, or equivalent, and
*
an upper second or first class award
Students who do not meet the second condition may be considered under the following
criteria:
*
evidence of practical experience in a relevant area
*
an additional qualification which is relevant to occupational psychology (such as Level 2
Occupational testing – ability or personality.)
*
evidence of particular achievements at undergraduate level which indicate strengths in
occupational psychology
Students who do not have a degree which provides Graduate Basis for Chartership (GBC) must have
a relevant degree (e.g. business, Human Resources, Science based disciplines) with a 2:1 or above
award. In order to progress to stage 2 students without GBC will need to complete GBC training prior
to registration on the Stage 2 qualification.
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.
10
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 Boards 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.
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).
11
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. Key members of the Course Team are Chartered
Psychologists and HCPC registered Occupational Psychologists and/or have a number of years
working alongside Chartered Psychologists. 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 British Psychological Society 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.
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.
12
20 Mandatory and Option Modules
Module title
Credit
value
Pre/Co
M014PY
Psychological Assessment at Work
20
M
M72py
Research Methods in Psychology
20
M
M015PY
Work and Well being
20
M
M018PY
Applying Psychology to Work and
Organisations
10
M
M016PY
Leadership Engagement and Motivation
20
M
M019PY
Work Design, Change and Development
10
M
M017PY
Learning, Training and Development
20
M
M49py
Dissertation in Occupational Psychology
50
M
M50py
Project Planning and Ethics
10
M
requisit
e
Course A
Module
code
Key
M = Mandatory (i.e. must be studied and passed for the named award)
O = Option
This course is semesterised.
The following modules make up year 1 and year 2 for the new course structure:
Year 1
M014PY Psychological Assessment at Work
M72PY Research Methods in the Workplace
M015PY Work and Well Being
M018PY Applying Psychology to Work
M019PY Work Design, Change and Development
20
20
20
10
10
credits
credits
credits
credits
Credits
Year 2
M016PY Leadership Engagement and Motivation
M50PY Project Planning and Ethics
M017PY Learning, Training and Development
M49PY Dissertation in Occupational Psychology
20
10
20
50
credits
credits
credits
credits
13
21. Curriculum Map
Intended Learning Outcomes
Knowledge and Understanding
Module codes
KU1
KU2
Cognitive (Thinking) Skills
KU3
KU4
CS1
CS2
CS3
X
X
X
X
X
X
X
X
X
Practical Skills
CS4
PS1
Transferable Skills
PS2
PS3
TS1
TS2
TS3
TS4
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
M014PY
X
M72PY
X
M015PY
X
X
X
X
X
X
X
X
X
X
X
M014PY
X
X
X
X
X
X
X
X
X
X
X
M019PY
X
X
X
X
X
X
X
X
X
X
X
X
M016PY
X
X
X
X
X
X
X
X
X
X
X
X
M50PY
X
X
X
X
X
X
X
X
X
X
X
M017PY
X
X
X
X
X
X
X
X
X
X
X
M49PY
X
X
X
X
X
X
X
X
X
X
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X
X
X
X
X
X
X
X
X
X
14
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
M50PY
TPA
PA
P
PA
TPA
M018PY
PA
TPA
TPA
PA
TPA
TPA
P
PA
TPA
P
TPA
TPA
TPA
P
TPA
P
TPA
TPA
TPA
TPA
TPA
TPA
TPA
TPA
M72PY
M019PY
M016PY
M49py
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.
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15
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.
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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16
Part 2: Supporting Information for
MSc Occupational 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 CS4 (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 multi-media to engage students. Students attend residentials to
enhance and embed their learning. The Course Team includes staff who are Chartered Occupational
Psychologists with a wealth of experience in this area, and who are active researchers and/or
practitioners.
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17
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:
Admission to the course requires a level of psychological knowledge and skills which would normally
be provided by an accredited Honours degree in Psychology. The entry requirement would therefore
normally be:
*
a degree which provides the Graduate Basis for Chartership (GBC) with the British
Psychological Society, or equivalent, and
*
an upper second or first class award
Students who do not meet the second condition may be considered under the following criteria:
*
evidence of practical experience in a relevant area
*
an additional qualification which is relevant to occupational psychology (such as Level 2
Occupational testing – ability or personality.)
*
evidence of particular achievements at undergraduate level which indicate strengths in
occupational psychology
Students who do not have a degree which provides Graduate Basis for Chartership (GBC) must have
a relevant degree (e.g. business, Human Resources, Science based disciplines) with a 2:1 or above
award. In order to progress to stage 2 students without GBC will need to complete GBC training prior
to registration on the Stage 2 qualification.
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
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The course complies with the Coventry University Academic Regulations, and specifically the
Regulations for Taught Postgraduate Awards.
Template version January 2013
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