PSPT71,72,73,74
LOUGHBOROUGH UNIVERSITY
Programme Specification
MRes Human Biology and MRes Psychology
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 full advantage is taken 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
Module Specifications and other programme documentation and online at
http://www.lboro.ac.uk/admin/ar. The accuracy of the information in this document is
reviewed by the University and may be checked by the Quality Assurance Agency for
Higher Education.
Awarding body/institution;
Loughborough University
Department;
School of Sport, Exercise and Health Sciences
Teaching institution (if
different);
Details of accreditation by a
professional/statutory body;
Name of the final award;
Master of Research (MRes)
Programme title;
Master of Research in Human Biology
Master of Research in Psychology
UCAS code;
Date at which the programme
specification was written or
revised.
1.
9 December 2005, revised January 2009
Aims of the programme:
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Provide training in research methodology at Masters level, suitable as a basis for
doctoral research.
Equip students with the skills to function as trained researchers in Human Biology
and Psychology.
Provide comprehensive and detailed training in a variety of methods in both
qualitative and quantitative research, and to provide training in the application of
these methods in Human Biology and Psychology.
Equip students with an appreciation of the practical issues and principles
involved in the management of research projects, particularly in relation to
projects undertaken in Human Biology and Psychology.
PSPT71,72,73,74
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2.
Relevant subject benchmark statements and other external and internal
reference points used to inform programme outcomes:
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3.
Offer opportunities for independent study and use of several research methods
and strategies, as well as formal instruction.
Cultivate a range of transferable skills relevant to conducting research in a variety
of contexts within Human Biology and Psychology.
Subject benchmarks for Human Biology and Psychology.
Research Council Research Training Guidelines.
QAA level descriptors for Programmes at M Level.
Loughborough University Learning and Teaching Strategy.
Departmental learning and teaching policies.
Research interests and specialisms of the teaching staff.
Provision of equal opportunities.
Intended Learning Outcomes
3.1 Knowledge and Understanding:
On successful completion of this programme, students should be able to
demonstrate knowledge and understanding of:
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Knowledge of basic principles of research design and strategy, including an
understanding of how to formulate researchable problems and an appreciation of
alternative approaches to research.
Competency in understanding and applying a range of research methods and
tools.
Capabilities for managing research, including managing data, and conducting
and disseminating research in a way that is consistent with both professional
practice and the normal principles of research ethics.
Comprehension of the distinctive issues posed in these areas by research in
Human Biology and Psychology, and of the ways in which these can be
addressed and resolved.
Understanding of the significance of alternative epistemological positions that
provide the context for theory construction, research design and the selection of
appropriate analytical techniques.
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated:
Knowledge and understanding are acquired and enhanced through the use of
lectures, tutorials and seminar discussion, group work, student presentations and
guided independent study. Individual staff/student tutorials are used for providing
feedback and for supervision of the dissertation.
Assessment procedures in individual modules include a combination of different
coursework assignments, designed to encourage students to engage actively and
critically with different methodologies, to evaluate them and to combine them. This is
taken further in the students' work for the Dissertation, which has as a central focus
the appraisal and evaluation of methodologies and their application to project design
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and management. In all modules assessment tasks require students to explore the
implications of a range of methodologies for research in Human Biology and
Psychology.
3.2 Skills and other attributes:
a. Subject-specific cognitive skills:
On successful completion of these programmes, students should be able to
demonstrate:
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High-level analytical and conceptual skills related to research in the Human
Biology and Psychology.
Critical and evaluative skills at an advanced level in relation to the possibilities
and problems created by research undertaken in a variety of scenarios in
developed and developing countries.
Ability to apply research skills in the context of an extended Dissertation, and at
the level necessary to provide for further progression in a research career
(academic or non-academic).
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated:
These cognitive/intellectual skills are acquired and enhances by the use of lectures
dealing with concepts and approaches in core modules; by student participation in
seminars, tutorials, group and individual presentations, and through the use of
coursework tasks requiring demonstration of the skills relevant to specific modules
and stages of the programme. The range of assessment procedures used in the
programme allows for development and demonstration of these skills. Coursework
assignments enable students to demonstrate their ability to structure a clear, concise
and reasoned argument, for example by requiring evaluation of a range of
methodologies. The research skills modules and the Dissertation also demand that
students engage actively with the specific issues attending the conduct of research in
Human Biology and Psychology. The Dissertation also requires students to
demonstrate high-level research skills in an extended project.
b. Subject-specific practical skills:
On successful completion of these programmes, students should be able to
demonstrate:
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An appropriate awareness of issues relating to research in Human Biology and
Psychology particularly in relation to matters of data accuracy and reliability.
The ability to critically appraise current research findings and develop appropriate
research projects to challenge currently held beliefs in the Human Biology and
Psychology.
An appreciation of the practical issues and principles involved in the
management of research projects, particularly in relation to projects undertaken
in Human Biology and Psychology.
Comprehensive and detailed training in a variety of methods in both qualitative
and quantitative research, and to provide training in the application of these
methods in the Human Biology and Psychology.
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PSPT71,72,73,74
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated:
Subject-specific skills are developed through the focus of modules on major areas of
research methods and related skills and through the provision in all modules of
training dealing with issues of information, theory, evidence, evaluation and
presentation. They are further provided through promotion of structured discussion
and the participation of students on both individual and group presentations, through
assessment tasks requiring the application of specific research techniques, including
analysis and evaluation of those techniques, and through the promotion of skills in
project design and management in the context of the Dissertation. In all assessment
tasks, there is an active focus on the practical problems of deployment of particular
methodologies, either singly or in combination, and in the Dissertation students are
encouraged through assessment tasks to demonstrate their awareness of the
practical issues attending research in European and international settings.
c. Key/transferable skills:
On successful completion of these programmes, students should be able to achieve
the following:
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Management of self-learning (using the Library and other printed, audio-visual
and electronic resources; revision and examination techniques, reading
efficiently, problem solving, action planning, self-motivation, time management).
Written, verbal and visual communication (including where appropriate the use of
languages other than English).
IT skills.including knowledge of quantitative and qualitative analyses software
Project design and management.
Group and team work.
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated:
These key skills are explicitly developed and promoted by the use of lectures,
seminars, tutorials, group and individual presentations and through the conducting
and presentation of coursework to strict deadlines. Coursework is required to be
word-processed, and students are encouraged to use a variety of media as
resources for their presentations and assignments. A major contribution to
enhancement of these skills is the focus of the entire programme on the development
and application of research techniques in a variety of contexts, involving both
coursework assignments and the compulsory Dissertation. Assessment tasks
demand that students deploy and demonstrate a range of transferable skills,
including a variety of forms of written communication, statistical interpretation and
evaluation, presentations and group work.
4.
Programme structures and requirements, levels, modules, credits and awards:
These full or part-time modular programmes are designed to provide a structure
within which students undertake:
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PSPT71,72,73,74
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A common core of modules that provide foundational knowledge, understanding
and skills.
Modules focused specifically on the application of the foundational skills and
knowledge in a variety of sub-disciplinary areas within Human Biology and
Psychology.
A compulsory Dissertation involving the systematic application of foundational
and more specific knowledge and skills to a particular problem of research in
Human Biology and Psychology.
Either a full-time route accounting for 12 calendar months of study or a part-time
route normally extending to 27 months of study. In both cases, the initial
registration is in October of the year of entry.
To obtain the MRes degree, students must acquire at least 180 credits.
The requirements for the different awards are set out in the following table:
Award
MSc
Requirement
180 credits
Postgraduate
Diploma
Postgraduate
Certificate
120 credits
Notes
A student cannot progress to the
research project until they have studied
modules with a credit weighting of 120.
Credits come from the taught modules
60 credits
Credits come from the taught modules
Full details can be found in the Programme Regulations at:
http://www.lboro.ac.uk/admin/ar/lps/progreg/index.htm
5.
Criteria for admission to the programme
Normally an upper Second Class undergraduate degree in an area relevant to the
programme (e.g. Human Biology, Psychology, Sports Science, Anatomy, Medical
Sciences, Medicine, Allied Medical Disciplines (e.g. Physiotherapy, Occupational
Therapy, etc)
6.
Information about assessment regulations
Most modules are assessed by coursework or through a written report. The
assessment procedures are specified on the module specifications and collectively
are designed to ensure that students develop a range of skills, competencies,
knowledge and understanding as outlined under ‘Intended Learning Outcomes’.
7.
What makes the programme distinctive
The programme is the responsibility of the School of Sport, Exercise and Health
Sciences. This multidisciplinary School brings together research and teaching
interests in human biology, psychology and ergonomics (human factors). Leading
international research in human development and ageing, sleep research, and work
and health influences policy and practice around the world.
The School's commitment to providing a quality learning experience is reflected by
our high standing in newspaper league tables, for example The Times Good
University Guide. Independent government led assessment of our teaching quality
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PSPT71,72,73,74
gave us a maximum rating of 24/24 (External Subject Review). Recently, the
Department was ranked No 1 for student satisfaction in the 2005/2006 National
Student Surveys for its Human Biology, with Psychology at the 13th position UK wide.
Our MRes programmes are unique in the UK because of the multidisciplinary
environment in which they are offered. Students are exposed to a wide range of
research approaches and traditions, under the guidance of enthusiastic,
internationally leading academic staff, of whom 3 are full Professors. Teaching within
the MRes is through one-to-one tutorials with their project supervisors, and through
workshops and interactive seminars guided by highly experienced academic staff.
Students gain in-depth knowledge of research skills in quantitative and qualitative
research methods. They then go on to apply these skills in several projects under
close supervision of a member of academic staff who is an active leading and
internationally renowned researcher within their field. The projects progressively
develop in theoretical and empirical depth.
We have the opportunity for students to do research and obtain experience in clinical
settings (e.g. CBT for insomnia and eating disorders, working on wards/outpatient
settings with eating disorders, geriatrics, addiction, sports rehabilitation etc.), within
the volunteer sector, with schools and councils on nutrition, child growth and
development and within industry (ergonomics and occupational health etc.) which
has shown to render a critical advantage in an increasingly competitive job market
The MRes at Loughborough has a distinctive personalised approach, focusing on the
strengths of individuals and nurturing these for further career development, while also
teaching practical research skills through the combined experience of senior
esteemed researchers. It was established in 2005 as many PhD students were found
to lack the skills to efficiently conduct research independently and it was modelled on
an existing ESRC recognized MRes, thereby creating a generic curriculum. It is
characterized by its hands-on approach in a friendly student-led flexible environment
allowing students from all backgrounds to benefit and learn basic research skills. It is
particularly well suited for mature students who wish to remain employed, as
teaching contact hours are fitted in two days with self study and supervisor meetings
flexibly fitted around this. The course has run for 3 consecutive years and students
have been very enthusiastic about it, giving an average of 4.7 on a 5-point scale. PG
social events are organised on a regular basis (talks, journal clubs, lunches) by
students and course staff.
Exam boards are held twice yearly and an independent external and internal
examiner (from another Department) sit in to ensure that programme regulations and
stipulations are followed. All discussions are held in an anonymous environment. We
consistently strive to improve the quality of the course, taking student feed-back into
account after every module has finished. A student rep conveys potential problems
encountered during the modules and an independent tutor takes care of the
emotional well fare of students, as well as reporting organizational issues to the
module organizers if the students wish this. There is also the opportunity for written
or electronic anonymous feed-back via the Learn server which contains all
information students require to follow the programme.
8.
Particular support for learning:
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PSPT71,72,73,74
For further information please go to:
http://www.lboro.ac.uk/admin/ar/templateshop/notes/lps/index.htm
9.
Methods for evaluating and improving the quality and standards of learning:
For further information please go to:
http://www.lboro.ac.uk/admin/ar/templateshop/notes/lps/index.htm
June 2010
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