NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
(see guidance notes for completion)
1.
Programme or Pathway Title, and Award
MSc Health Psychology
2.
External Admissions Code if applicable
N/A
3.
Northumbria Programme Code
14FPSY-N/14PPSY-N -HPS6
4.
Mode of Delivery
On Site
5.
Mode of Attendance
F/T
6.
Location of Delivery
City
Campus
7.
Collaborative Provision if applicable
N/A
8.
Date(s) of Approval/ Review
1 April 2011, updated 23 November 2012
9.
QAA Subject Benchmark Group if applicable
N/A
10.
PSRB accreditation if applicable
British Psychological Society (BPS)
11.
Educational Aims of the Programme Specified in terms of the general intentions of the programme and its distinctive characteristics; these should be consistent

P/T

with any relevant benchmark and with the Mission of the University.
The MSc Health Psychology programme provides students with an opportunity to gain an in depth of knowledge of theory and applications of
psychology in a health context through the delivery of research informed teaching. Health Psychology is a rapidly growing and developing field
encompassing topics ranging from the biological determinants of health through to the delivery of healthcare to society. The programme has been
developed to fulfil a regional and national need for qualifications and training in Health Psychology and the content reflects the Department’s existing
strengths in research and practice in the discipline in line with relevant regulatory body requirements.
The MSc Health Psychology is designed to provide students with a range of career options: it equips students with a solid foundation in knowledge,
practitioner and research skills that effectively prepare for a number of research and academic career routes as well as careers within health related
disciplines. The title of Health Psychologist is regulated by the Health & Care Professions Council (HCPC) and registration requires an undergraduate
degree that confers Graduate Basis for Chartership (G BC) with the British Psychological Society (BPS). This would normally be obtained before
enrolling onto the MSc Health Psychology although the opportunity to gain GBC afterwards has recently been approved by the BPS.
The MSc Health Psychology programme is accredited by the British Psychological Society (BPS) as a ‘Stage 1’ training route, with the option of
applying for a minimum of two years of supervised experience (‘Stage 2’) for those students who hold GBC. MSc graduates without GBC will not be
eligible to continue to Stage 2 training and therefore could not register with the HCPC and legally use the protected title of ‘Health Psychologist
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
(see guidance notes for completion)
This programme is available to graduates without a BPS-approved undergraduate psychology degree, but those without GBC who wish to
subsequently register with the HCPC should first consider obtaining GBC. This can be achieved through a BPS-accredited ‘conversion course’ for
graduates with a good undergraduate degree in any area. Such a programme, the MSc Psychology, is offered at Northumbria University (one year fulltime or two years part-time) and elsewhere. However, the MSc might be appropriate for people without GBC, such as those who want to increase their
knowledge of Health Psychology or for those who come from other countries with different regulation requirements.
The programme comprises professional and vocational transferable skills and therefore aligns with the University Mission to enhance employability;
moreover the accredited status of the programme (with additional qualifications as appropriate) increases the number of professionally qualified
students who can serve the regional and national need for expertise in this discipline. Accordingly the teaching team for the programme comprises
prominent practitioners and researchers, with relevant registration with regulatory bodies, affording the students first-hand experience of the discipline,
Programme Aims:
 To provide a programme which meets appropriate professional criteria and requirements for accreditation with the British Psychological Society
as a Stage 1 training route towards subsequent registration with the Health & Care Professions
 To offer an advanced, integrative perspective that blends an understanding of biological determinants through to societal health with analytical
approaches to solving complex problems in a Health Psychology context.
 To deliver a programme which equips students with the skills and theoretical knowledge that they need to operate within the health practitioner
environment.
 To equip students with a knowledge and understanding of ethical issues relevant to the profession.
 To develop in students applied skills and knowledge necessary to understand health-related psychological issues, to select and design
appropriate interventions and to evaluate their success and develop skills in designing, conducting and analysing empirical research.
 To enhance lifelong learning skills and personal development enabling students to work with self-direction and originality, and to contribute to
the development of the profession.
12.
How Students are Supported in their Learning/Employability/Career Development e.g. curriculum design, personal development plans, placements,
fieldwork, practical projects.
Student learning is supported by a curriculum design that facilitates an advanced understanding of theory and practice at the forefront of the academic
and professional discipline. Students are expected to fully attend all scheduled sessions. The degree commences with a comprehensive induction
programme that includes: sessions that seek to clarify and manage student/teacher expectations and demands of academic masters level
performance; sessions that outline the availability of, and access to, learning support and effective study skill assistance; tutorials on accessing
learning resources including electronic databases, journals and e-mail, ICT systems in the University, and specifically advanced statistical packages
used on the MSc; extensive written material detailing academic support together with a comprehensive handbook and University assessment
regulations; an introduction to personal tutors and an explanation of the tutorial system. The induction deals with the Chartership process as laid out
by the British Psychological Society and Health & Care Professions Council, taking students through the process and the expectations. It also serves
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
(see guidance notes for completion)
to introduce students to the main concepts and aims of the programme, making explicit the links between the taught elements and professional
practice.
Study problems or social/psychological factors that may inhibit learning are dealt with through the personal tutorial system. Tutors are allocated at
induction and regular meetings take place. A contact system has been well established through appointment sheets on office doors or through e-mail
to tutors. Within the tutorial, a personal development portfolio is agreed and provides a framework with which to promote individual learning and
discuss potential career opportunities with students.
Prior to commencing the programme students are asked to read specially selected texts that give a good foundation on which to base further study and
prepare them in advance to tackle the conceptual and strategic issues dealt with on the programme.
The curriculum itself is designed to ensure students cover core areas of knowledge and understanding prescribed by the professional body within the
first two semesters. Particular attention has been given to ensure teaching embraces measures that encourage a critical approach by: including
problem-solving and critical analysis in course objectives; building in teaching activities that demand a systematic and creative problem-solving
approach; encouraging students to be reflective and self-critical; encouraging an active and collaborative approach; building in opportunities to apply
knowledge and understanding of practice. In the final semester (June – September for full time, June – January for part time) students, with the
support of supervisors, carry out an empirical piece of research (the thesis) that requires a synthesis of knowledge and understanding covered on the
course. The experience of confronting and dealing with conceptual, methodological and logistical problems of applied research helps to give a deeper
understanding of applied Health Psychology. Moreover it helps to give a more thorough understanding of the existing research literature. The thesis
also gives students an opportunity to conduct applied research in a health context in a relatively safe environment where they have the support of a
specific project tutor.
The University is committed to listening to student feedback and views on their programme of study and experience. There are a number of avenues
open to students. First is informal contact with a tutor or guidance tutor. Programme meetings are held each semester between the programme leader
and the programme representative, appointed during or shortly after induction sessions. This meeting facilitates liaison between the students and staff
regarding module and general programme progression. All programme academic staff are invited to submit written comments regarding module
progress. The Programme Leaders and student representatives then attend a departmental Staff-Student Programme Committee meeting with other
departmental programmes, where issues are summarised and common themes across the programmes identified. Minutes of this meeting are placed
onto the e-learning portal, and action points are addressed.
At Faculty level, a Student Learning and Experience Committee is responsible for supporting and stimulating learning and teaching in the Faculty.
Students from each Department choose one representative to be a member of this committee. In addition, the Faculty Student Support and
Employability Committee has student representatives from each department and deals with matters relating to student representation, induction,
guidance, employability, and the dissemination of policy at departmental level. At University level, the University Student Learning and Experience
Committee and the Enhancement, Frameworks and Innovation Committee are both university committees with student representatives nominated by
the Students’ Union.
In conjunction with this service, students are advised on routes to professional chartership, and applying for membership of appropriate professional
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
(see guidance notes for completion)
bodies via the guidance tutorial system. The British Psychological Society’s monthly publication The Psychologist, containing timely articles and
advertisements for jobs and studentships, is accessible from the library and also displayed monthly in the postgraduate work-base and students are
directed towards other online, regularly updated resources, for example The Psychologist Research Digest and Twitter feeds for the BPS, Division of
Health Psychology. In addition, Health Psychologists within the department run a Twitter feed that acts as a dynamic resource of research updates
and other scholarly opportunities.
General careers information, advice and employer talks are offered by the careers service. In conjunction with this there is a curriculum based
Professional Skills module to give students added support in CV writing, researching the job market and making applications to employers. A database
of former Health Psychology students willing to discuss issues with current students and links exist with local employers who often give advice and
offer project opportunities will be developed.
On the full-time programme, the modules are delivered in a clearly defined two-day teaching block. The part-time programme delivery takes place one
day per week, in order to make the programme accessible for day release study. To facilitate access to guidance support guidance tutors will be
available for meetings with part time students at the end of their scheduled teaching day. It has been found that the mix of part time students
immersed in related professional disciplines with full time students will allow for a variety of discussion and perspectives and is anticipated to be a
benefit of the programme.
13.
Learning Outcomes of Programme
a) Knowledge and Understanding - By the end of the course students will be able to demonstrate a critical understanding of:
A1 Contexts and perspectives in Health Psychology, including epidemiological issues and societal health.
A2 Biological mechanisms of health and disease, including causes and consequences of stress.
A3 Quantitative and qualitative research paradigms, including advanced methods of gathering, analysing, interpreting and reporting data collected
through psychological research.
A4 Individual differences, including lifespan, gender and cross-cultural issues.
A5 Health-related cognitions and behaviours.
A6 Health care in professional settings.
A7 Dealing with long-term conditions and disabilities.
A8 Ethical issues relevant to the profession including an understanding of the relevant legislation and awareness of diversity issues in health contexts.
A9 A range of intervention approaches and aims.
A10 Measurement of health and disease processes.
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
(see guidance notes for completion)
b) Intellectual Skills - Students will be able to:
B1 Analyse critically and creativity. This includes the ability to question assumptions, evaluate current research in terms of evidence, detect implicit
values, generate and evaluate options and propose new hypotheses.
B2 Competently evaluate and analyse problems: establishing criteria and using appropriate techniques and judgments to identify, formulate and
proffer alternative solutions; as well as to implement, monitor and evaluate actions.
B3 Demonstrate information handling skills: scanning, organising data, abstracting meaning from information and contributing knowledge. Conduct
lliterature searches, review and appraise course relevant material.
B4 Demonstrate awareness of current prominent issues in the UK profession and progress their understanding of these issues in international
contexts.
B5 Synthesise learning from theory and practice to develop new knowledge and new applications.
B6 Demonstrate an ability to undertake an independent study and manage own learning.
B7 Carry out advanced statistical techniques relevant to understanding Health Psychology.
c) Practical Skills - Students will be able to:
C1
C2
C3
C4
C5
C6
C7
Utilize communication and information technology.
Utilize a range of qualitative, numerical and quantitative skills including the use of advanced statistical and analytical techniques.
Design, conduct, analyse and report an independent empirical research project.
Administer and interpret health-related methodologies, including questionnaires and biological measures.
Understand appropriate health-related interventions and be able to evaluate their processes and outcomes
Construct realistic timetables for research projects.
Understand the merits and limitations of health-related methodologies within an applied context.
d) Transferable/Key Skills -- also see skills ( b, c) above. Students will be able to:
D1 Demonstrate communication skills: listening, negotiating, influencing others, oral and written communication, including the preparation of
psychological reports, writing for and presenting to different audiences using a range of media.
D2 Demonstrate professional effectiveness skills, working independently and demonstrating good judgement in complex and unpredictable situations.
D3 Communicate interpersonal effectiveness by collaborating with others and contributing effectively to the achievement of collectively agreed goals.
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
(see guidance notes for completion)
14.
Learning, Teaching and Assessment Strategy Specified to enable learners to achieve and demonstrate the above learning outcomes.
The learning and teaching strategy is designed to foster motivation, deep learning and independent learning as well as a full appreciation of the
learning outcomes/skills being developed. It also takes into account the student profile of adult learners, some of whom have preceding work histories,
or are working in allied professions. Methods are diverse and include: interactive sessions, group work, student presentations, the use of IT in teaching
sessions, lectures, seminars, tutorials, workshops and independent (directed and self-directed) learning. There is an emphasis on learner activities that
facilitate the construction of a well-structured knowledge base, critical reflection and interaction with others. Interactive sessions allow students to
capitalise on the current and prior experiences of the peer group and present opportunities for students to critically discuss theory and practice and
apply their learning.
Knowledge and understanding (A1 – A10) is acquired through the study of core modules that encompass the BPS specified areas of the Health
Psychology discipline: Systems Approaches to Understanding Health and Disease (A1, A5, A6), Psychosomatic Pathways to Health and Illness (A2,
A3, A10), Lifespan, Individual and Cultural Perspectives on Health Psychology (A4, A5, A10), Health Psychology in Theory and Practice (A1, A7, A9).
The BPS requires a formal teaching programme in advanced qualitative and quantitative research methods and this is covered by A3. Lectures
provide the main theoretical and empirical frameworks, whilst accompanying seminars emphasise breadth and depth of coverage. In addition,
seminars and workshops provide an opportunity to explore and discuss knowledge, understanding and ideas with staff and other students as well as
preparing students for the application of these theoretical areas. Emphasis is placed on building integrated knowledge representations by covering
knowledge areas in more than one module; thus enabling students to appreciate how knowledge areas connect to each other and how they can be
applied to different types of problems. Ethical issues are dealt with directly in Professional Skills (A8); but they are also embedded into the programme
by linking learning outcomes directly to ethical issues that occurs in particular Health contexts across modules. The final semester thesis provides an
opportunity to engage deeply with research, and to develop overarching analytical thinking, social insight and judgement in complex and uncertain work
settings. It carries heavy requirements for the students to adhere to strict ethical principles as defined by the British Psychological Society code of
conduct (A8).
Knowledge is assessed by unseen examinations, course assignments, coursework essays and case studies, and other exercises. The MSc Thesis
assesses A3 and a particular area of Health Psychology knowledge (as identified in the BPS core areas of Health Psychology) in depth. Students have
formative and summative feedback throughout the programme. Written feedback is given on all assessed assignments and informal and peer
feedback is given on formative coursework throughout.
Intellectual skills (B1-B7) are advanced by giving explicit attention to the development of cognitive skills. Across the programme emphasis is paid to
modelling approaches to thinking when tackling problems within a specific domain, through demonstrations, coupled with facilitation and regular
feedback when learners tackle problems themselves. Small group teaching enables students to make their thinking processes explicit and articulate
their reasoning and problem-solving processes under use. Discussion of academic papers takes place in seminars and develops the students’ ability
to question, evaluate and analyse evidence. Working creatively within tutor -- learner dialogues, students are encouraged to generate and evaluate
various problem-solving options or interventions. The Professional Skills module has been designed to afford students time to research a particular
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
(see guidance notes for completion)
area of interest in Health Psychology, propose specific hypotheses, design appropriate methodologies, and cost and plan research. Awareness of
current prominent issues in the profession in the UK and internationally is assisted by the research and practitioner interests of staff, many of whom
publish in the area or are practising Chartered Health Psychologists.
Assessment of intellectual skills is achieved by using unseen and seen examinations, assignments, final report documentation and coursework that is
assessed in terms of concepts and application of analytical/conceptual methods.
Practical skills (C1 – C9) Students use a range of ICT systems to locate resource information, to produce coursework and to study (C1). However,
they are also required to work on network computers in laboratories in the role of contextual enquiry. Students will utilise a range of qualitative,
numerical and quantitative skills (C2) in the module Qualitative and Quantitative methods. Students also use these skills in carrying out an empirical
research project. The Thesis will assess students’ ability to design, conduct, analyse and report an independent empirical research project (C3) this is
also achieved through interactive teaching and practical exercises where students have an opportunity to perform analyses. Students will administer
and interpret tests (C4) as part of the Psychosomatic Pathways to Health and Illness module. The Health Psychology in Theory and Practice module
will demonstrate a variety of interventions, and students will be able to assess their efficacy in terms of process and outcomes (C5). These skills may
be utilised in the thesis. A series of lectures, workshops and practical sessions based on Professional Skills will assess students’ acquisition of the skill
to construct realistic timetables for research projects (C6). The Professional Skills module equips students with the skills to profile their strengths and
their capacity to add value to work in Health Psychology contexts (C7). Students are required to utilize communication and information technology (C1)
across the programme, this is particularly assessed in the Thesis where advanced statistics, and advanced analytical techniques are required, along
with timescales, design, analysis and report writing. The core Health Psychology areas taught in Systems Approaches to Understanding Health and
Disease, Psychosomatic Pathways to Health and Illness, Lifespan, Individual and Cultural Perspectives on Health Psychology, Health Psychology in
Theory and Practice will give students a thorough grounding in the discipline and provide a firm basis for career development via a Stage 2 accredited
pathway.
Transferable/key skills (D1-D3) are acquired in small group settings and through various modules including Professional Skills and Lifespan,
Individual and Cultural Perspectives on Health Psychology. Key skills are developed by building in the need to participate in presentations, team
coursework and seminars. Formal communication skills are assessed formatively and summatively through final examination, assignments, and
coursework reports and peer feedback. Personal development materials are set in the context of professional development and are maintained
individually by students. They form the basis of discussions with guidance tutors but also provide a focus to reflect on, and make explicit, broad
programme learning outcomes as they are developed over the course of the degree.
In summary, assignments make up roughly 70 percent of assessments and examinations make up roughly 30 percent of assessments. At Masters
level students are expected to build upon skills already developed to level six and to exercise individual responsibility for their studies. Students are
expected to show an advanced understanding of the diverse disciplines of Health Psychology; the ability to master the skills needed to apply
psychological theory and methods within Health domains; to show a mastery of specific methodological skills relevant to the field of Health Psychology
and to demonstrate an ability to critically evaluate those methodologies.
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
(see guidance notes for completion)
15.
Programme Structure
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Credit
Requirements
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
(see guidance notes for completion)
Level 7
Postgraduate
Certificate
Full time structure
Semester 1
Systems Approaches to
Understanding Health and
Disease
20
Psychosomatic Pathways
to Health and Illness
20
Semester 2
Lifespan, Individual and
Cultural Perspectives on
Health Psychology
20
Professional Skills
20
Health Psychology in Theory and Practice
20
Qualitative and Quantitative methods
20
60 credits must be attained to obtain a PC award
Semester 1
1st year
Systems Approaches to
Understanding Health and
Disease
20
Part-time structure
Semester 2
Semester 1
1st year
2nd year
Lifespan, Individual and
Psychosomatic Pathways
Cultural Perspectives on
to Health and Illness
Health Psychology
20
20
Qualitative and Quantitative Methods
20
Minimum 60
credits at level
7.
Postgraduate
Certificate
awarded for 60
credits in
Psychological
Studies.
Semester 2
2nd year
Professional Skills
20
Health Psychology in Theory and Practice
20
60 credits must be attained to obtain a PC award
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
(see guidance notes for completion)
Full time structure
Level 7
Postgraduate
Diploma
Semester 1
Systems Approaches to
Understanding Health and
Disease
20
Psychosomatic Pathways
to Health and Illness
20
Semester 2
Lifespan, Individual and
Cultural Perspectives on
Health Psychology
20
Professional Skills
20
Health Psychology in Theory and Practice
20
Qualitative and Quantitative methods
20
120 credits must be attained to obtain a PG Dip award ie all modules passed
Semester 1
1st year
Systems Approaches to
Understanding Health and
Disease
20
Part-time structure
Semester 2
Semester 1
1st year
2nd year
Lifespan, Individual and
Psychosomatic Pathways
Cultural Perspectives on
to Health and Illness
Health Psychology
20
20
Qualitative and Quantitative Methods
20
Semester 2
2nd year
Professional Skills
20
Health Psychology in Theory and Practice
20
Minimum of
120 credits at
level 7.
Postgraduate
Diploma
Psychology &
Health
awarded for
120 credits.
Students must
successfully
complete this
120 credit
taught
programme
(PG DIP) to be
eligible to
progress to the
Master’s stage.
120 credits must be attained to obtain a PG Dip award ie all modules passed
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
(see guidance notes for completion)
Level 7
Masters
Degree
Semester 1
Systems Approaches to
Understanding Health
and Disease
20
Psychosomatic Pathways
to Health and Illness
20
Full time structure
Semester 2
Lifespan, Individual and
Cultural Perspectives on
Health Psychology
20
June – September
Professional Skills
20
Masters
Degree
awarded for
180 credits at
level 7.
Thesis
60
Health Psychology in Theory and Practice
20
Qualitative and Quantitative methods
20
Semester 1
1st year
Systems Approaches to
Understanding Health
and Disease
20
Part-time structure
Semester 2
Semester 1
1st year
2nd year
Lifespan, Individual and
Psychosomatic Pathways
Cultural Perspectives on
to Health and Illness
Health Psychology
20
20
Qualitative and Quantitative Methods
20
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June - January
Semester 2
2nd year
Professional Skills
20
Thesis
60
Health Psychology in Theory and Practice
20
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
(see guidance notes for completion)
16.
Interim Awards Credit Structure and Programme Learning Outcomes for Interim Awards. Please delete rows as appropriate and specify learning outcomes for each
of the interim awards.
Award
Credit Structure
Programme Learning Outcomes
Postgraduate
Certificate
60 credits at level 7.
Knowledge and Understanding
A4-A6.
Intellectual Skills
B1-B6.
Practical Skills
C5-C7.
Transferable/Key skills
D1-D3
Postgraduate
Diploma
120 at level 7.
Knowledge and Understanding
A1-A10.
Intellectual Skills
B1-B7.
Practical Skills
C1-C7
Transferable/Key skills
D1-D3
17.
Variation From Assessment Regulations Provide details of any approved variations from the standard University regulations.
-
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
(see guidance notes for completion)
Taught Practices and Assessed Learning Outcomes
MODULE CODE
Systems Approaches to
Understanding Health and
Disease
Psychosomatic Pathways
to Health and Illness
Core/
option
C/0
1
C

C
Lifespan, Individual and
Cultural Perspectives on
Health Psychology
Health Psychology in
Theory and Practice
Qualitative and Quantitative
Methods
C
Professional Skills
C
Thesis
C
19.
a) Knowledge &
Understanding
C
2
3
4
5
b) Intellectual Skills
6
7
8
10
  





3
  
4
5
6
 
7
1
        


4
5
6

7
1

3
   
  

  
  

  
            
Admission Requirements Please give details of specific programme requirements.
All students must possess a second-class honours degree or better. Applicants with lower or equivalent degrees will be considered, particularly if they
have relevant work experience. Applicants whose first language is not English will be expected to have proficiency in English at IELTS level 6.5 or
equivalent.
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  
     
     
    
3
    

  
2

 


2
    


1
  
 
C
9
d)
Transferable
Key Skills
c) Practical Skills
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NORTHUMBRIA UNIVERSITY
POSTGRADUATE PROGRAMME SPECIFICATION
(see guidance notes for completion)
20.
Application Procedure
Applicants complete a standard university application form.
LOG OF CHANGES
Any changes made to an approved Programme Specification (other than typographical corrections) should be logged below and the sheet
appended to the Programme Specification. Subsequent changes can then be added. Where it is not practicable to change an existing
Programme Specification, a new version is required.
1.
(11) Amendments to reflect changes in BPS
policy regarding GBC and implications for
registration with the HCPC
(12) Added information concerning a) StaffStudent Feedback pathways, b) Student
Learning Experience Committee, c) Access to
professional information, d) Programme
structure for full and part time routes
Minor improvements to wording throughout
14FPSYN/14PPSY-N HPS6
MSc Health Psychology
Change takes effect
Stage/year
of
programm
e
eg Year 3
Semester/
academic
year
eg S2;05/06
Programme title(s)
Admin change1
Y/N
(including section number)
Programme
code(s)
affected by
change
Date of
approval /
amendment
Brief summary of change to Programme
Specification
1
Administrative changes are defined in section of Approval Processes for Taught Programmes and Modules
http://northumbria.ac.uk/sd/central/ar/lts/approval/
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