PROGRAMME SPECIFICATION – PSYCHOLOGY MINOR ROUTE COMBINED HONOURS
Primary purpose:
Secondary purpose:
External subject quality review & internal programme management and quality assurance
Detailed information for students (particularly current students), staff, and employers
DISCLAIMER: The University of Portsmouth has checked the information given in this Programme Specification and believes it to be correct. We
will endeavour to deliver the programme(s) in keeping with this Programme Specification but reserve the right to change the content, timetabling
and administration of the programme(s) whilst maintaining equivalent academic standards and quality.
1. Awarding Institution or Body
2. Teaching Institution
University of Portsmouth
University of Portsmouth
3. Programme Accreditation
4. Final Award
BA/BSc (Hons) of various Major degree pathways
N/A
5. Programme Name (Title)
PSYCHOLOGY as a Minor in Combined Honours Degree
Programmes. The Psychology minor route is currently offered in
combination with:
 English
 Human Resource Management
 Marketing
 Sociology
 Criminology (from 2009/10)
7. QAA Benchmark Group(s)
6. UCAS Code and HEMIS Codes
Benchmarking Group for Psychology: QAA AR 040 3/2002
Version 9, August 2009
8b. Effective Session
8d. Author
2009/10
Maggie Linnell
8e. Faculty
8f. Department or School
Faculty of Science
Department of Psychology
English with Psychology - C1666, Q3C8
HRM with Psychology - C1508, N6C8
Marketing with Psychology - C1665, N5C8
Sociology with Psychology - C1509, L3C8
Criminology with Psychology – unknown, M9C8
8a. Document Control Information
9. Educational Aims
a.
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b.
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the Combined Honours Degree Programme:
To provide a challenging and stimulating study environment
To provide a framework allowing students to follow a coherent programme of study
To enable students to study two subject areas in depth and develop specialist interests and knowledge
To enable students to exercise choice in their studies
To provide an opportunity for students to create links between two different subject areas
To provide students with the opportunity to develop key skills
To equip graduates with the necessary transferable skills for lifelong learning and flexibility in the context of changing labour markets
To provide students with the skills and knowledge required to maximise career and postgraduate study opportunities
the Psychology Minor route of the Combined Honours Degree Programme:
To produce a coherent introduction to selected aspects of the discipline
To foster an appreciation of psychological research
To create awareness of the role of empirical research in the development of theories
To provide the opportunity to develop an interest in psychological phenomena and enquiry
To promote awareness of the ways in which psychology can be applied to everyday phenomena.
Psychology is currently offered as a minor route of the Combined Honours Degree Programme with:
English – The study of English with Psychology allows a student interested in English literature to explore the links between authors,
narratives, representation and meaning, and the conscious and unconscious aspects of the human mind and personality.
 Marketing – The combination of Marketing with Psychology is particularly appropriate with the two disciplines sharing both academic
and practical links. This is especially evident in the field of consumer behaviour, which draws on the study of marketing and
psychology to explain how individuals and organisations evaluate and use different products and services. Future career options
would certainly include the growing area of consumer and retail psychology.
 Sociology – to enable students to assess differences in the two disciplines and their approaches to human life.
 Human Resource Management – to encourage consideration of the contribution of psychological research to an understanding of
human variation, development, and functioning.
Programme Specification
Psychology Minor route of CHMB
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10.1 Programme Learning Outcomes - Reference Points: Subject Benchmark Statements and Other Reference Elements
a. Combined Honours Degree Programme: Generic Learning Outcomes of the Programme (independent of route of study):
Students will be able to demonstrate an ability to:
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Understand the key aspects of two subject areas
Apply appropriate techniques of analysis to two subject areas
Research topics and to devise and sustain arguments related to two specific subject areas
Discuss current research and scholarship related to two subject areas
Discuss the current limits of knowledge in specific subject areas
Take responsibility for their own learning in a combined Honours degree programme
Carry out an extended piece of independent enquiry into prescribed subject areas
Communicate information in a manner appropriate to the subject and the intended audience
Show initiative and be able to make and justify decisions.
b. Minor Psychology route of the Combined Honours Degree Programme: The programme and outcomes have been
developed taking account of:
 The University of Portsmouth Curricula Framework Document (October 2007)
 The scholarship and research expertise of academic members of staff
 QAA Code of Practice for the Assurance of Academic Quality and Standards in Higher Education
 The National Qualifications Framework
 The outcomes below apply where Psychology is taken as a Minor route through the Combined Honours Degree Programme and
include the subset of appropriate standards indicated by in the QAA Psychology Benchmark Statement 2002 (paragraph 6).
10.2 Programme Learning Outcomes - Details of the learning that students should be able to demonstrate
A. Knowledge and Understanding of:
1. Selected areas of psychology
2. Particular topics that address psychological issues
3. Aspects of research that represent a range of psychological concepts and strategies
4. The relevance of individual differences in understanding human behaviour
5. A range of theoretical approaches to understand psychological phenomena
6. The relationship between critical thinking and evidence
7. The standards appropriate in evaluating research and theories
8. The use of data based reasoning
9. The application of theory to everyday life.
Teaching and Learning Strategies and Methods:
Teaching and learning evolves over the three levels to enable the student to acquire academic knowledge through:
 Level One: introductory lectures and related assessment tasks
 Level Two continuing lectures and assessments in specific domains
 Level Three: units offer topics that encourage links with current issues
NB. Study Skills are required in all units and feedback from one unit assessment will be applicable to subsequent unit assessments to
facilitate the enhancement of such skills.
Assessment:
Assessment uses a consistent approach across levels and units in levels one and two - with diversity within the pattern – level three
has more depth in the assessments.
B. Cognitive (Intellectual or Thinking) Skills, able to:
1. Generate and explore ideas
2. Apply multiple perspectives to issues
3. Gather, retrieve and synthesise information
4. Think analytically and critically
5. Select appropriate theories in the analysis of issues
6. Evaluate evidence and make judgements
7. Develop and sustain reasoned argument
8. Identify and focus on appropriate issues and evidence
9. Identify and evaluate different approaches to phenomena
10. Use evidence-based reasoning.
Programme Specification
Psychology Minor route of CHMB
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Teaching and learning Strategies and Methods:
Teaching and learning evolves over the three levels to enable the student to develop cognitive skills through:
 Level One: assimilation of introductory lectures and mastery of the related assessments
 Level Two: assimilation of lectures in specific domains and mastery of related assessment demands
 Level Three: making links with current issues in the units and topics and managing related assessments
NB. Study Skills are required in all units and feedback from one unit assessment will be applicable to subsequent unit assessments to
ensure enhancement of such skills.
Assessment:
Assessment adopts a consistent approach across levels and units in years one and two – with diversity within the pattern. Level three
assessments are in more depth.
C. Practical, Professional or Subject Specific Skills, able to:
1. Communicate psychological ideas
2. Think and reason in psychological terms
3. Retrieve and organise psychological information
4. Work flexibly and under pressure on subject specific tasks
5. Consider applications of social psychological concepts to situations
6. Manage time effectively in subject specific tasks
7. Conduct independent subject specific bibliographical search.
Teaching and learning Strategies and Methods:
Teaching and learning evolves over the three levels to enable the student to develop expertise through:
 Level One: the demands of introductory lectures and their assessment
 Level Two: the demands of lectures in specific domains and their assessments
 Level Three: the demands of units and topics that encourage links with current issues
NB. Study Skills are required in all units and feedback from one unit assessment will be applicable to subsequent unit assessments to
ensure enhancement of such skills.
Assessment:
Assessment adopts a consistent approach across levels and units in years one and two, with diversity within the pattern. Level three
involves more depth in the assessments.
D. Transferable and Key Skills, able to:
1. Communicate and present information appropriately
2. Demonstrate a knowledge of IT
3. Reason verbally and interpret numerical evidence
4. Analyse and solve problems
5. Use feedback effectively for future learning.
Teaching and Learning Strategies and Methods:
Teaching and learning evolves over the three levels to enable the student to develop skills through:
 Level One: assimilating introductory lectures and the demands of related assessments
 Level Two: the demands of lectures in specific domains and related assessments
 Level Three: units, topics, and assessments that encourage interpretation of current issues
NB. Study Skills are required in all units and feedback from one unit assessment will be applicable to subsequent unit assessments to
ensure enhancement of such skills.
Assessment:
Assessment adopts a consistent approach across levels and units in year one and two – but diversity is included within the pattern.
Level three involves more depth in the assessments.
Programme Specification
Psychology Minor route of CHMB
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11. Programme Structure, Progression and Award Requirements:
11.1 Overview
One credit is equivalent to 10 hours of learning. Each level comprises of a minimum of 120 credits. Units are offered as 20 credits.
Psychology is offered as a Minor pathway. At each of levels 1, 2, and 3, Psychology is a 40 credit (2 x 20 credit) component of the Major
degree pathways. The remaining credits are made up of the Major subject and the units, elective and optional components that comprise the
Major pathway.
11.2 Employability Statement
All students have access to careers support via central university services and university events. These are publicised within the department
via our Careers and Employability notice board and our careers and employability WebCT Course (The Psychology Careers Stop). Both of
these resources are publicised in the student handbooks and during induction.
All undergraduates have access to the Psychology Careers Stop, which is maintained by the undergraduate course leader in order that it is
specifically relevant to them and constantly updated. This WebCT Course includes: a discussion board; graduate job adverts; publicity for
departmental, university and national careers events; work experience opportunities; advice and exercises regarding occupational selection
processes.
After Graduation
All students are supported beyond graduation via reference writing and access to the person responsible for careers support in the
department as well as on an informal basis where tutors continue to provide support and advice where requested. Reference writing is made
possible, even if a student’s personal tutor has left through the use of tutorial record keeping, where the involvement of each tutee is recorded
and kept in the students’ file. There is a psychology graduate alumni, with twice year newsletter sent to all alumni members, which asks their
opinions of the degree course they studied in hindsight. Alumni members are invited to return to the department to support activities aimed at
fulfilling our departmental employability strategy.
11.3 Unit Details
Level 3
Code
Title
Sem
Type
Cred
Ex/Cw
U13292
Current Trends in Applied Psychology
1
C
20
Ex
U15555
Applying Psychology: An interdisciplinary Approach
2
C
20
Cw
Comments
Exit Award (3):
FHEQ (level): Level H (HE level 3)
Award Requirement:
BA/BSc with honours requires 360 credits, with
at least 110 at level 3 and a maximum of 120 at
level 1, no more than 30 at level X.
Ordinary Degree – 300 credits. At least 60 at
Level 3 & a max of 120 at Level 1 with no more
than 30 at Level X.
Level 2
Code
Title
Sem
Type
Cred
Ex/Cw
Essential Social Psychology
1
C
20
Ex &
Cw
Essential Cognitive Psychology
2
C
20
Ex &
Cw
Level 1
Code
Title
U16269
Key Ideas and Psychology for minor pathways
U07402
Introduction to Abnormal Psychology for minor
pathways
Sem
1
2
Exit Award (2):
FHEQ (level): Level I (HE level 2)
Dip HE – 240 credits (maximum 120 level 1)
Progression Requirements:
240 credits, no more than 120 at level 1, but
can progress with 1 unit not yet passed.
Type
Cred
Ex/Cw
C
20
Ex &
Cw
Exit Award (1):
FHEQ (level): Level C
(HE level 1)
Cert HE – 120 credits
Progression Requirements:
C
20
Ex &
Cw
120 credits but can progress with 1 unit not yet
passed.
Key to structure shown above:
C = Compulsory unit
O = Optional unit
E = Elective unit
Programme Specification
Psychology Minor route of CHMB
S = Spanning Semesters
N = Not Semesterised
1 = Semester 1 etc
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B = Both Semester
SCO = Subject Core Option
12. Support for Student Learning
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The Combined Honours Degree is managed by a Course Leader from one subject area and a Deputy Course Leader from the other.
Extensive induction programme introduces the student to the University and their course.
Each student has a personal tutor responsible for pastoral support and guidance.
University support services include - careers, financial advice, housing, counselling etc.
A dedicated Student Services Centre.
Excellent library facilities.
The University of Portsmouth has consistently been awarded an excellent rating for student support and guidance in a number of Quality
Assurance Agency inspections.
Student course and unit handbooks provide information about the course structure and University regulations etc.
Key Skills opportunities are incorporated into all units.
Written feedback is provided for all assessments.
Personal Development Planning (PDP) for all undergraduate awards.
13. Admission Criteria
a. Academic Admissions Criteria
 Students are recruited by the Major pathway in the light of information provided by the Minor psychology component.
b. Disability
The University makes no distinction in its admissions policy with regard to disability and will endeavour to make all reasonable adjustments in
order to make it possible for students to study at Portsmouth on a course of their choice.
14. Evaluation and Enhancement of Quality and Standards in Learning and Teaching
a. Mechanisms for review and evaluation
 Head of Department’s Annual Standards and Quality Evaluative Review to Pro Vice-Chancellor (Academic) and Faculty Executive.
 Unit and Course Level student feedback considered at Board of Studies.
 Unit Assessment Board consideration of student performance for each programme.
 Combined Honours Management Board considers overall student and staff experience.
 Annual Standards and Quality Report to Board of Studies, including consideration of Subject and Award External Examiner Reports.
 Head of Academic Development’s Annual Report to QAC on Combined Honours Degree Programme.
 Annual Staff Appraisal.
 Peer Teaching Observation.
 Faculty Learning and Teaching Committee.
b. Responsibilities for monitoring and evaluation
 Unit Co-ordinators for unit content and delivery.
 Course Leader, Deputy Course Leader for day-to-day running of course.
 Board of Studies with overall responsibilities for operation and content of course.
 Combined Honours Management Board.
 Heads of Departments.
 Associate Dean (Academic).
 Associate Dean (Students).
 Quality Assurance Committee.
 Unit, Award and Progression Board of Examiners.
c. Mechanisms for gaining student feedback
 Student Representation on Board of Studies
 Student Staff Consultative Committees
 Combined Honours Degree Programme Student Staff Consultative Committee
 Unit student feedback questionnaires.
Programme Specification
Psychology Minor route of CHMB
Page 5 of 7
d. Staff Development Priorities
 Academic staff undertake activities related to research, scholarship, teaching and learning and student support and guidance.
 Annual staff appraisals match development to needs.
 Managers undertake a variety of management development programmes.
 New academic staff required to undertake PgCert Teaching and Learning in Higher Education.
 All academic staff encouraged to seek Higher Education Academy membership.
 Academic Staff new to teaching required to undertake Initial Professional Development Programme (iPROF).
 Support Staff are encouraged to attend short courses in areas such as minute taking, and specific IT packages.
15. Assessment
15.1 Assessment Strategy
Level 1
The assessment approaches for core units in the minor route include examinations and essays. The essays help students to explore various
methods of acquiring information, such as library and internet searches, and accessing lecture notes from WebCT. This method also
introduces students to the art of reading psychological research reports in order to address certain key questions. The essay titles are
designed to provide an opportunity to develop the ability to think critically
Level 2
Further develops the skills introduced at level 1 with the open files method for the examination, and further developing essay writing skills.
The open file method enables students to take control of their own learning
Level 3
Involves writing essays under examination conditions, working in interdisciplinary teams using WebCT in an on line debate, and exploring
interdisciplinary applied topics under examination conditions on topics that have been researched prior to the examination.
15.2 Assessment Regulations
a. Assessment and Classification Rules
Standard university rules apply, in summary the main points relating to assessment are as follows but the regulations as stated in University
handbook AR.1.10 must be consulted for a full description:
 Unit overall pass mark is 40%.
 Referral is allowed for a student (in all or some assessment components) who has failed a unit or units at the first attempt to limits
prescribed in the regulations with unit overall marks capped at 40%.
 Repeat assessment is allowed to students who fail a unit or units after referral. Such students must attempt all the assessment
components specified in the assessment schedule and are usually expected to attend all class sessions. On passing the unit the unit
marks will be capped unless the student chooses to repeat the entire stage.
 At the final stage units, to limits prescribed in the regulations, failed at the first attempt may be compensated at the discretion of the
Award/Progression Board.
 Special provision may be made in approved Extenuating Circumstances cases, usually by allowing the affected assessment to be
undertaken again, as if for the first time.
b. Interpretation of Grades and Marks in Classification
 Degrees are classified according to values falling into the following bands:
 40-49
third
 50-59
lower second
 60-69
upper second
 70+
first
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Classification based on a multi-criteria approach using the highest grade achieved from:
 Average weighted Level 2:Level 3 marks 40:60
 Average weighted Level 3 marks
 Dominant grade (Level 2 & Level 3) - attainment of 50% or more credits at (or above) the degree classification awarded with the
requirement that 60 credits in the degree classification should be at Level 3.
c. Role of Externals
 Subject External Examiners – oversee unit assessment and:
 approve unit assessment strategy
 sample assessment artefacts
 attend Unit Assessment Boards
 Award External Examiners – a Subject External Examiner who will oversee & attend award/progression Boards.
Programme Specification
Psychology Minor route of CHMB
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16. Indicators of Quality and Standards
a. Professional Accreditation/Recognition
Not applicable
b. Previous Subject Review (or equivalent) Outcomes
c. Periodic Programme Review (or equivalent)
d. Quality Assurance Agency
QAA Institutional Audit, April 2004, ‘broad confidence’ (for full report see
http://www.qaa.ac.uk/reviews/reports/institutional/Portsmouth04/summary.asp).
e. Others:
Investors in people awarded to Science Faculty, September 2000.
17. Other Sources of Information may be found in
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University of Portsmouth Curricula Framework Document
Course Approval Documents
Student Handbook
University of Portsmouth Undergraduate Prospectus
Assessment Regulations
Quality Assurance Agency Subject Review Report for Psychology November, 1998
University of Portsmouth (http://www.port.ac.uk/) and Department of Psychology
(http://www.port.ac.uk/departments/academic/psychology/) websites.
Programme Specification
Psychology Minor route of CHMB
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