MSc Applied Psychology - Middlesex University · PSY4012 Research Methods in Applied Psychology Lecture/Lab PSY4113 Applied Business Psychology Thursdays PSY4101 Health Psychology

MSc Applied Psychology

School of Health and Social Sciences

Programme Leader: Dr Bahman Baluch

Student Name:

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CONTENTSUniversity and Programme Academic Calendar.............................................................................. 1

WELCOME TO THE SCHOOL....................................................................................................2Welcome from the Dean ................................................................................................................. 2

WELCOME TO YOUR PROGRAMME ........................................................................................3Programme Leader’s Welcome....................................................................................................... 3Purpose and status of your student handbook ................................................................................ 3Programme staff list and contact details ......................................................................................... 4Bridging Materials ........................................................................................................................... 5Programme Structure Diagram ....................................................................................................... 6Detailed Module Information ........................................................................................................... 7Assessment Officer Support ........................................................................................................... 8Professional, statutory and/or regulatory body requirements .......................................................... 8Careers Service .............................................................................................................................. 9

LEARNING, TEACHING AND ASSESSMENT..........................................................................10Learner Development Unit ............................................................................................................ 11Learning Resources ...................................................................................................................... 12Assessment Feedback.................................................................................................................. 13Personal Development Planning ................................................................................................... 14What to expect during your first year............................................................................................. 15Progressing on your programme................................................................................................... 15

COMMUNICATION ...................................................................................................................19Accessing your own records including your timetable and letter requests .................................... 1924-7............................................................................................................................................... 20Middlesex e-mail – your account for life ........................................................................................ 20What is OASISplus?...................................................................................................................... 21OASISplus (how it is used in relation to the programme).............................................................. 21

SUPPORT ................................................................................................................................23Academic Support......................................................................................................................... 23Counselling ................................................................................................................................... 24International Student Support ....................................................................................................... 25Disability Support Service ............................................................................................................. 25Health, Safety and Welfare ........................................................................................................... 26Middlesex University Students’ Union – The Student Voice of Middlesex..................................... 26Financial Issues ............................................................................................................................ 27

QUALITY OF YOUR PROGRAMME AND EXPERIENCE .........................................................29Quality assurance and enhancement of your programme............................................................. 29Feedback from you ....................................................................................................................... 29Student representatives ................................................................................................................ 30School Board of Study .................................................................................................................. 30Programme evaluation forms ........................................................................................................ 31Suggestions and Complaints ........................................................................................................ 31

APPENDICES...........................................................................................................................32A. Accessing University IT systems .............................................................................................. 33B. Programme Specification and Curriculum Map for MSc Applied Psychology .......................... 36C. Module Narratives .................................................................................................................... 44

1Student Programme Handbook 2011/2012

University and Programme Academic Calendar

2011/2012 Academic Calendar - Postgraduate September starters

Student attendance dates

tba

Learning Framework Term dates

tba


WELCOME TO THE SCHOOLWelcome from the Dean

Welcome to the University and to the School of Health and Social Sciences. Thisprogramme handbook should be treated as though it is our contract with you – keep itsafely so that you may refer to it throughout your time here at Middlesex. It contains anoverview of the framework of your programme and the content of its modules andsignposts key contacts and information you need to progress your studies and to get themost out of student life.

From our side we will deliver the best student experience we can so that you can buildon your skills and knowledge and fulfil your full potential. In return we expect you toengage actively in the learning process, to be fully committed to your studies anddetermined to succeed.

In your early weeks, this includes reading through this handbook and consulting theother information sources flagged here. You are not expected to absorb everything indetail, but to be aware of the main resource documents and their contents. In particularas an enrolled Middlesex student, you have certain rights but also specificresponsibilities. See the full University Regulations http://www.mdx.ac.uk/regulations inparticular ‘University Membership’, and if you have not already done so, explorehttp://www.24-7.mdx.ac.uk, the student portal which contains detailed advice andsupport to assist you further.

We know it takes time to settle in to University life. If you still have questions to ask, yourfirst port of call should be your Student Office. Staff there will be pleased to help anddirect you. We wish you well in your future studies. Here at Middlesex we are veryproud of our academic programmes and students and we look forward to meeting you.

Jan WilliamsPro-Vice Chancellor and DeanSchool of Health and Social Sciences


WELCOME TO YOUR PROGRAMME

Programme Leader’s Welcome

Welcome to the MSc Applied Psychology Programme, School of Health and SocialSciences at Middlesex University.It is expected that you will read this Programme’s Handbook in conjunction with theUniversity Catalogue and individual module handbooks. In this handbook you will findspecific information about the MSc Applied Psychology Programme, including acomprehensive list of modules available, and several sections which provide generalinformation about Middlesex University. There are also appendices which containinformation you may find useful during your studies.During your induction you will be introduced to key staff, including the ProgrammeLeader for Applied Psychology, who will work with you to oversee your academic andprofessional development during your study here at Middlesex University.Please read this handbook and make sure you ask a duty tutor or Programme Leaderabout any questions you may have. It may be pertinent to discuss the content of thehandbook with other students enrolled on your programme. This way, you will shareinformation and pick up on questions or queries that may not have previously occurredto you. We wish you all the best with your studies and look forward to working with you.

Purpose and status of your student handbook

The purpose of this handbook is to provide you with information about your Programmeof study and to direct you to other general information about studying at MiddlesexUniversity.

This handbook must be read in conjunction with the University Regulations atwww.mdx.ac.uk/regulations/ The material in this handbook is as accurate as possible atthe date of production.

Your comments on any improvements to this handbook are welcome - please put themin writing (with name of handbook) to Dr Bahman Baluch.

Programme Leader: Dr. Bahman BaluchReader in Experimental Psychology

Room TG 44Email: [email protected]

Direct Line: 0208 411 5375Psychology Department,School of Health and Social Sciences,Middlesex UniversityThe BurroughsHendonLondon NW4 4BTTel. 0208 411 5343Fax. 0208 411 4259


Programme staff list and contact details

Programme Leader Dr. Bahman BaluchRoom number TG44Telephone: 0208 411 5375Email: [email protected]

Psychology Director of ProgrammesDr. Linda DuffyRoom number TG56Telephone: 0208 411 5406Email: [email protected]

Location and telephone extensions of all staff teaching on the programme are listedbelow, along with a note of their teaching specialisations on the programme. Fromoutside the University, it is possible to dial directly to any member of staff by dialling 0208411 followed by their extension. You can also contact any member of staff via email byusing their first initial and surname in this format: [email protected] For the purposesof the listing below, TG = Town Hall.

PSY4012: Research Methods in Applied Psychology (30 credits)Module leader: Dr Bahman BaluchRoom number TG44Telephone 0208 411 5375Email: [email protected]

Dr Nollaig FrostRoom number TG48Telephone 0208 411 5310Email [email protected]

PSY4113: Applied Business Psychology (30 credits)Module leaders: Dr Sevasti-Melissa Nolas/Colin WilsonRoom numbers T100 and TG44Telephone 0208 411 6081Email [email protected]

PSY4019: Applied Neuropsychology in Education (15 credits)Module Leader: Dr Ilhan Raman (covering for Dagmara Annaz)

Room number T100Telephone 0208 411 5152Email [email protected]

PSY4101Health Psychology (15 credits)Module Leader Dr Nicky PayneRoom number TG81Telephone 0208 411 5467


Email [email protected]

PSY 4115: Counselling and Psychotherapy (30 credits)Module leader: Dr Nollaig FrostRoom number TG49- T100Telephone 0208 411 6291Email [email protected]

PSY4222: Research Dissertation (60 credits)Module leader: Dr Ilhan RamanRoom number T100Telephone 0208 411 5152Email [email protected]

TechniciansName David Newson, Hassan Moallin, Ananthy BaskaranRoom number R125Campus: HendonTelephone: 0208 411 5405Email: [email protected], [email protected],

[email protected]

Administration staffName Joanne Nicolaou, Judy Mattis, Sonia DuboisRoom number TG85Campus: HendonTelephone: 020 8411 5343Fax: 0208 411 4259Email: [email protected], [email protected],

[email protected] hours: 9am-5pm Monday to Friday

Learning Resources Information on Learning Resources can be found at www.lr.mdx.ac.uk.

Bridging Materials

Prior to entry you will have received access to the ‘My Middlesex/getting started’ and ‘MyProgramme’ materials on OASISPlus. The ‘My Middlesex/getting started’ materials willhave given you an insight into studying at Middlesex University, what is expected of youas a student of Middlesex and also what to expect from the university. Information on theservices and facilities to support your studies and transition to student life can also befound here.

The My Programme materials provide an introduction to many aspects of yourprogramme including; your programme team, the first year modules you will be studying,


assessments methods in year 1 and also hints and tips from previous students studyingon that programme.

Programme Structure Diagram

Modules for this programme will run oneither Tuesday or Thursday, thereforeyou are advised to carefully check thetimes on MISIS prior to registration.

As at the time of production of thishandbook the timetable will be asfollows:

Autumn TermOctober- December 2011

Winter TermJanuary- May 2012

PSY4012 Research Methods in Applied Psychology (30 credits)Module Leader: Dr Bahman Baluch

Tuesdays tbc

PSY4113 Applied Business Psychology (30 credits)Module Leaders: Dr Sevasti -Melissa Nolas – Colin Wilson

Tuesdays tbc

PSY4115 Applied Counselling and Psychotherapy (30 credits)Module Leader: Dr Nollaig Frost

Thursdays tbc

PSY4101 Health Psychology (15 credits)Module leader: Dr Nicky Payne

Thursdays tbc

PSY4019 Applied Neuropsychology inEducationModule leader: Dr Ilhan Raman(covering for Dagmara Annaz)

Thursdays tbc

PSY4222 Advanced Dissertation (60 credits)Module Leader: Dr Ilhan Raman

Change to levels of modules and programmesMiddlesex University will change the way it describes the levels of its modules andprogrammes. The university will adopt the widely used Framework for Higher EducationQualifications (FHEQ) levels, as defined in the table below. The new level structure willbe fully adopted across the university by September 2011. Until then you mayexperience some inconsistency in the description of module levels.

Description New Middlesex University Current Middlesex


/ FHEQ levels(from Sep 2011)

University levels

Masters level 7 4

Detailed Module Information

Modules for this programme will run on either Tuesday or Thursday, therefore you areadvised to carefully check the times on MISIS prior to registration. As at the time ofproduction of this handbook the timetable will be as follows:-

TuesdaysPSY4012 Research Methods in Applied PsychologyPSY4113 Applied Business Psychology

ThursdaysPSY4019 Applied Neuropsychology in EducationPSY4101 Health PsychologyPSY4115 Applied Counselling and Psychotherapy

Timetable of Modules (time and venue tbc)TuesdaysPSY4012 Research Methods in Applied Psychology Lecture/LabPSY4113 Applied Business Psychology

ThursdaysPSY4101 Health PsychologyPSY4019 Applied Neuropsychology in EducationPSY4115 Applied Counselling and Psychotherapy

Postgraduate roomPlease note a dedicated room with 20 PC is located on level 3 of the library. This is foruse of MSc and PhD students only. To have access to the room you will need to have aswipe card. Judy McSorley the Psychology librarian on extension 5546 would be able tohelp you with the details.

Attendance requirements

An 80% attendance is required for all modules by students in order to meet professionalrequirements satisfactorily.

You should attend all scheduled classes and prescribed activities to be eligible for formalassessment. Where your attendance fails to meet the minimum required to meet the


learning outcomes of the module (as published) you may be excluded from theassessment and be graded X in the module. The definition of the X grade is “Fail –incomplete without good reason: may not be reassessed”. It is your responsibility toensure that your attendance fulfils the published attendance requirements.

The X grade is applied if you fail to participate in the learning processes of a module forwhich you are registered. It is not a “punishment” for poor attendance but a recognitionthat you have not been able to prepare yourself for assessment in the content of themodule. It is also given when you drop a module without formally removing it from yourregistered programme of study.

If you receive an X grade you may have the opportunity of taking the whole moduleagain with permission from the Programme Leader, without grade penalty, though youwill have to pay the module registration fee. You may only do this at Summer School (ifavailable) or at the end of your programme.

For further guidance on attendance requirements, refer to the section entitled“Attendance & Withdrawal” which is also available at www.24-7.mdx.ac.uk/admin/attend.htm. The formal regulations about attendance can be found inSection C2 of the University Regulations and at www.mdx.ac.uk/regulations/ .

Assessment Officer Support

Assessment is an important aspect to your programme but you may find that at timespersonal circumstances can impact on your studies. Should you have circumstanceswhich mean you need to defer your assessment you will find valuable guidance on 24-7,but you can also contact the Assessment Team, Email:[email protected] , who will guide you through the process. The fullDeferral Policy is available at http://www.24-7.mdx.ac.uk/assess/defer.htm.

In addition, your Module Leaders will be more than happy to assist you with any queriesyou may have about assessment of a particular module.

Professional, statutory and/or regulatory body requirements

The British Psychological Society

Although this programme of study is not aimed at graduate members of the BritishPsychological Society, you are still enrolled within an academic department subject to itsnorms and codes of conduct. Further information on the Society is available athttp://www.bps.org.uk

Ethical Conduct


The British Psychological Society requires all students and staff to abide by its ethicalcodes when conducting research and working with members of the public. As such theMiddlesex Psychology Academic Group expects all of its students to behave in anethical and appropriate way, throughout their time with us. In order to facilitate ethicalresearch, we have produced standardised ethics forms, consent forms and ethicalguidance. No piece of research may be conducted without previous ethical approval.The group’s ethical information is freely available to students from the generalpsychology section of WebCT. To access general information on WebCT, you need touse the Psychology login address not your own.

This is:USER ID: PSYCHOLOGY and PASSWORD: WJAMES.Self-managed learningMiddlesex staff are available to facilitate your learning. You will be provided with a widerange of taught inputs within each module, but it is up to you to take a key role indeveloping your own skills to enhance your learning. At induction, you will be given a fulltour of the learning resources available to you at Middlesex University. These include thelibrary where a stock of books, videos and journals are maintained; the Computer Centreand The Language Centre. The University provides a learning support service whereyou can access help in basic skills on how to prepare essays and assignments (ELLS).Due to the variety of backgrounds of students enrolling for the MSc Applied Psychologyprogramme specific module content and resource information will be addressed duringinduction and the first week of teaching, in addition to generic induction procedures andinformation.

Careers Service

The Careers Service provides impartial and confidential guidance and information toMiddlesex University students and alumni (for up to two years after graduation) to helpthem in their career planning and job seeking.

The careers advisers can assist you with planning your academic programme andpersonal development in relation to your career goals from your first year to final year.This includes exploring career and study options, self awareness and decision making.The advisers can also help you to: find full and part-time employment, write CVs,covering letters and application forms, prepare for interviews, psychometric tests andassessment centres, identify voluntary and work experience opportunities and researchpostgraduate/further study and funding.

You have access to careers information, individual guidance appointments,drop-in advice sessions, careers seminars and workshops, employer presentations,Careers Fairs, other campus based careers events and alumni links to support studentswith their career development. The careers advisers also work with tutors to deliver andsupport careers related activities on course programmes, such as career opportunitiesfor graduates, job study research, the graduate employment market, developingemployability skills, sector specific information, pre-placement preparation, job searchskills and strategies and post graduate study options.


The main careers library is based at Hendon and careers advisers are available on mostcampuses offering a flexible service to support the needs and any specific requirementsof all students. To check opening times and availability of careers advisers on yourcampus or to book an appointment please see the website http://www.24-7.mdx.ac.uk/careers/careers.html, telephone 020 8411 5523.

The Careers Service’s website as above (or accessible through the 24-7 website) offersa wide range of information and links to other graduate careers websites. The websitecontains an on-line job vacancy service, JobsPlus, where opportunities notified byemployers for full time, part time, voluntary work or work experience are posted. If youare unable to visit on campus there is also a link to ‘MeG’, an e-guidance service,through which you can email your queries to a careers adviser.

Today’s job market is full of opportunities but is also rapidly changing and developing tomeet the needs of employers in the 21st Century. Gaining work experience anddeveloping the employability skills that employers look for is an important part of yourcareer planning and development and will help towards your future career success. Inaddition to the help and support available from the Careers Service, you may also wantto consider the option of undertaking a work experience placement as part of yourdegree, a student exchange in another country or undertaking some voluntary work andgaining accreditation for this through the university. Further advice on placements isavailable from the placement staff in your school, or speak to your tutors about this.Information links to student exchanges and volunteering opportunities can be found onthe 24-7 student portal at http://www.24-7.mdx.ac.uk.

LEARNING, TEACHING AND ASSESSMENTLearning, Teaching and Assessment approaches will encourage you to be activelyinvolved in your learning and to co-operate with other students. We aim to give youprompt feedback on your learning and opportunities to reflect upon and learn from thatfeedback.

You will be actively involved in a range of learning, teaching and assessmentapproaches as part of your MSc Applied Psychology.

Such active learning approaches put students at the centre of their learning where theyare actively involved and engaged in all aspects of their learning and the assessment oftheir learning. Your programme will require your active participation in learning activitiesand engagement with your peers both individually and collaboratively, working andlearning with other students as part of a small group. Learning activities may also occurboth within and outside the classroom.

Your learning will also be supported by technology. Increasingly your tutors will be usingexisting and emerging learning technologies to engage you in e-learning activities. Yourprogramme will be facilitated using a variety of media and online tools (OASISPlus,podcasts, wikis, etc) which will allow you flexible access to a diverse range of onlineresources, quizzes and learning materials as well as collaborative tools with which you


can engage and learn with your peers. Not confined by time and space you will be ableto take part in online discussions and learning activities from wherever you are studying.Our tutors and the Web Helpdesk will provide any support you may need whilst learningonline.

By engaging with e- learning you will also be developing skills which are essential foryour learning and are also highly valued by employers. These include but are not limitedto: working flexibly, communication, understanding of IT, team working and creatingshared understandings based on quality resources and access to global expertise.

Formative and Summative Assessment

Assessment is an integral part of learning, and you may hear it referred to as formativeor summative. Formative assessment is primarily developmental in nature, and isdesigned to give feedback to learners on their performance and how it can be improved.Formative assessment is a key part of the learning process, and has been shown tocontribute to enhancement of learning and raising of standards.

Summative assessment is designed to measure the extent to which a learner hasachieved the intended learning outcomes of a module. The summative component of anassessment task is designed solely to provide a measure of the achievement of alearning outcome by a learner. Summative assessment should assess achievement ofall learning outcomes in a secure, fair and accurate manner.

Assessment may also involve self and peer group approaches. For example, you maybe asked to self-assess your own work, indicating where you feel you have clearlydemonstrated your understanding, and also identifying areas where can see you haveroom to improve. Assessment may also be a peer process where peers individually, oras groups, offer feedback on one another’s work. Group assessment may also be part ofyour programme, where part of the assessment process requires you to demonstrateyour ability to work as part of a group or team, and possibly receive a group mark.

Learner Development Unit

The Learner Development Unit (LDU) is a team of specialists in academic writing andEnglish language development, Numeracy and Dyslexia Support. You will see us atdifferent times throughout your academic career.

During induction week we generate a Learning Development Profile for each newMiddlesex student. This is designed to give us information about your academic Englishand numeracy skills, and it will help you identify your strengths and also areas forimprovement. And it will help us to make sure you get effective and timely support duringyour studies.

Often we will be in your School working alongside your subject lecturers to help youunderstand what is expected of you on your programme. We are likely to work with you


in this way on the writing process, preparing for presentations, making the most offeedback, etc.

If necessary, we can provide you with an individual programme of support, which couldinvolve intensive courses, self-study materials and close monitoring of your progress.Help with maths is available from our Numeracy Support team, in the form of embedded,small group, online and individual provision.

If you are dyslexic, you can receive specialist help from our Dyslexia Support team, whowork closely with the Disability Support Service. You will also find support at theUniversity’s Learning Resources Centres, which are equipped with assistivetechnologies and services, and have disability support representatives.

We also coordinate the University’s Student Learning Assistants (SLAs), a group ofhighly motivated peer-mentors, from the 2nd and 3rd years, who are here to help 1st yearstudents in their studies. You may see them helping out in tutorials or seminars, or youmay see them offering help with academic writing. You can read more about SLAs atwww.sla.mdx.ac.uk.

Contact detailsInformation on what we do can be found on our 24-7 pages at http://www.24-7.mdx.ac.uk/ldu or by contacting us on 0208 411 5116 or at [email protected].

If you have questions about specific teams within LDU, please contact:Academic writing and Englishlanguage0208 411 [email protected]

Numeracy Support0208 411 [email protected]

Dyslexia Support0208 411 [email protected]

Learning Resources

Learning Resources (LR) provides library and academic computing services to supportstudent learning. Middlesex University has a Learning Resource Centre (library) on eachcampus. The Museum of Design and Domestic Architecture (MODA) is also part ofLearning Resources. Details of all our opening hours, services, facilities and resourcescan be found at http://www.lr.mdx.ac.uk.

Learning materials and resourcesLR provides electronic and print books and journals, DVDs, CDs, etc to support you inyour studies. We also provide materials listed in your module handbooks. You canaccess these resources via the LR website and you can also find specialist resourcesfrom the Library Subject Guides at http://libguides.mdx.ac.uk. Many of our resources areweb-based so you can access them from wherever you are.

Equipment and facilities


The libraries (Learning Resources Centres) supply the computers and other equipmentyou will need for study on the programmes at that site. This could include videocameras, Mac computers, and DVD players; printing and copying facilities; small studyrooms with projectors so you can practice presentations; or space to cut, paste andcover your project report.

Help and supportLearning Resources staff are here to help and support you throughout your studiesproviding IT, and media support, and help with your information/research needs. Weprovide one-to-one support at the Enquiry Desk, group training in library workshops andonline help through the Web Helpdesk (http://webhelpdesk.mdx.ac.uk) and Ask aLibrarian http://askalibrarian.mdx.ac.uk

You can get specialist subject support from your Liaison Librarian(http://libguides.mdx.ac.uk) who also provides information and research skills workshopsrelevant to your subject. Librarians work closely with your lecturers to ensure that theresources and support that you need are available. Contact your librarian if you requireindividual support or if you would like to suggest a book/DVD etc for the library etc.

Assessment Feedback

Assessment feedback provides the opportunity for you to engage with feedback on yourassessed work, to reflect on it, and to use this feedback as the basis for learning and toimprove your work. Feedback can take many forms, and may be informal, for example, itmay be offered and discussed in classroom sessions either collectively or individually. Itmay also be more formal and delivered for example in written or audio form from peersor academic staff. Understanding your feedback is very important, to achieve this youare encouraged to discuss feedback with your peers and academic staff.

All forms of assessment are part of the learning process, both formative and summative.Receiving feedback on your work is an essential and important part of your learning, andall programmes will therefore provide regular opportunities to assess your workformatively and provide feedback on it. The nature of the formative assessment and thefeedback will vary from Programme to Programme. You will find further information inthe University Regulations detailed under the Code of Assessment Practice.Arrangements for the provision of feedback shall include the minimum provision detailedin section M of the University Regulations and shall be included in the relevant ModuleHandbook.

You will normally be provided with feedback within 15 working days of the publishedcoursework component submission date.

Feedback on courseworkEach submission of coursework will be marked by a relevant tutor and formativefeedback will be given to you on a feedback sheet (please see module handbooks forexamples of feedback sheets). Please take note of the content of the feedback and


consider how to incorporate the comments within your next submitted piece of work.Please note that as final marks are not ratified until Assessment Boards, any earlierfeedback needs to be formative only. We will give you feedback based on ourprovisional assessments, in order to help you learn from one piece of work, beforepreparing the next. Please remember though, any mark information is both provisionaland confidential until ratified by the Assessment Boards.

DissertationsAll dissertations will be double marked. Students will receive feedback on theirdissertation after the final grades have been released.

Feedback on Assessed work will be offered in a variety of forms and all work will bemarked and moderated in line with the University Regulations Code of AssessmentPractice: http://www.web.mdx.ac.uk/regulations/allprogs/sectionm.htm

Return of courseworkYou are expected to keep a copy of your coursework. As the marked copy is notnormally returned to you, retention of a copy is important so that you can relate feedbackto your work. Where work is returned to a student this should be clearly indicated inProgramme handbooks along with deadlines after which it is disposed of if not collected(normally six months).

Electronic receipt of courseworkPlease consult with your module leader regarding the format of submission of yourcoursework

Marking, second marking and marking moderation

All assessed work will be subject to double marking and 10% of all coursework will bemoderated.

Personal Development Planning

Personal Development Planning (PDP) will provide you with an opportunity to assess thevalue of the skills and knowledge you are developing and identify your future learningand development needs. It is intended for both undergraduate and postgraduatestudents. It offers a structured way to reflect on what you are good at and what you needto develop further. You will learn to review your own skill levels and what you havelearned from different situations and environments, including your studies, part timework, voluntary work and other activities; you will record your reflections and use them tohelp you think about and plan your future development.

This is an important part of your personal development and reflects the workingenvironment where employers encourage new graduates to assess their own continuousprofessional development (CPD) using a portfolio. You can also use your record of PDP


as a valuable aid for marketing your skills to employers in recruitment and selectionprocesses.

In order to help you reflect on, and record evidence of these skills, Middlesex Universityhas introduced Personal Development Planning for all first year students. In later yearsof the programme, you will be encouraged to continue with planning and recording yourpersonal development. Your Careers Adviser will be able to provide you with furtheradvice on how best to use your PDP to help you build up useful documentation of yourskills.

What to expect during your studies

Before starting at Middlesex you will have discovered more about your programmethrough accessing My Middlesex and My programme through OASISPlus. You maystill be using these resources which are designed to assist your transition into Universitylife.

Induction activities will have provided an initial introduction to study skills, personaldevelopment planning, academic standards and student expectation, along with theopportunity to get to know your fellow students and the programme team.

During week 4 you will participate in an activity we call ‘Reality Check’. This focuses onyour initial few weeks at Middlesex and enables students to share these experiencesand raise any questions or issues with the programme team. The programme leader willrespond to these queries, normally via OASISPlus, within 7 days.

By week 9 you will have settled into your programme of study and will have receivedsome assessment feedback. At this point you will have a Programme Progress Reviewwhich will be a one-to-one discussion with a member of the programme team, to talkabout your progress and achievement to date, academic progress and future aims.

A further opportunity for such a one-to-one discussion will be provided around week 18when you will review your progression and achievement to date and identify and plan tomeet any specific needs and enable fulfilment of your future aims.

Progressing on your programme

An explanation of the University grading scale can be found in the UniversityRegulations (www.mdx.ac.uk/regulations/). Further information on the use of theUniversity grading scale can be found on 24-7(www.24-7.mdx.ac.uk/assess/grading.htm). If you have any specific queries on yourmodule grade, contact your Link Tutor.

Grading Scale


The University grading scale is used in relation to, and in conjunction with, the Universitygrade criteria guide and guidance on the generation and use of module level descriptors(see Regulations “Module Level Descriptors” and “Grade Criteria Guide”www.mdx.ac.uk/regulations/).

Module GradesGrades 1 to 16, the Y grade and 17C and 18C (compensated fail grades) are all passgrades. If you do not get one of these grades in any of your modules it is very importantthat you check the exact details of what you need to do in order to pass. Therefore, ifyou are given any of the following grades, you will need to take action: grades 17 to 20,X, I or U.

You have the right to be reassessed once only, in any module, with a grade of 17 to 20.Reassessment will be taken at the next available opportunity, unless deferred (seebelow).

It is really important that students complete all assessed work (coursework,presentations, exams etc) that is required to complete each module. Failure to do so willresult in failure in the component or the module concerned (grade 20 – failureincorporating failure to undertake all assessment components; compensation notallowed) should the required learning outcomes not be met.

For more information on the X grade (fail – incomplete without good reason: may not bereassessed) see the earlier section titled ‘Attendance requirements’.

DeferralYou may seek permission to defer all or part of the assessment in a module to the nextavailable opportunity. The full Deferral Policy is available at http://www.24-7.mdx.ac.uk/assess/defer.htm. This can only be granted where exceptionalcircumstances prevent you from completing assessment through no fault of your ownand where documentary evidence is supplied.

Deferral requests should be submitted to the School Student Office counter on yourbase campus by completing the relevant form and attaching supporting documentation,e.g. medical certificates. The final deadline for deferral applications is 2 weeks after theend of the examination period. The deferral form is available at:http://www.24-7.mdx.ac.uk/assess/defer.htm.

Requests for deferral of assessment that is due to be submitted up to Learning Week 17should be submitted to the relevant Assessment Officer by the end of that week. Therequest will be considered under the usual deferral regulations, and if it is granted theassessment will be deferred until the final module assessment deadline. Module gradesfor this deferred work will be published in June (for September start students) and Julyfor January start students.

Requests for deferral of assessment that is due to be submitted after Learning Week 17should be submitted to the relevant Assessment Officer by the final assessmentdeadline. The request will be considered under the usual deferral regulations, and if it isgranted the assessment will be deferred until the module reassessment deadline.


Module grades for this deferred work will be published in September (for September andJanuary start students).

If you have difficulties accessing resources (e.g. access to the University network,library, OASIS etc.) after deferral, contact the web helpdesk athttp://webhelpdesk.mdx.ac.uk .

Automatic deferralStudents must see instructions regarding this aspect of the programme in the relevantmodule handbook and to discuss with appropriate module leader.

Extenuating CircumstancesIf you do not wish to defer assessment, but are concerned that exceptional personalcircumstances (e.g. ill health) might affect your performance in assessment, you shouldcomplete an extenuating circumstances form and attach supporting documentaryevidence. This form should be submitted to your School Student Office.

The extenuating circumstances will be summarised by the Assessment Officer andbrought to the attention of the appropriate assessment board. Extenuatingcircumstances are only considered when determining the progression or the finalclassification of borderline students. They are not used to change the grade in a module.

The final deadline for submission of extenuating circumstances forms, attachingsupporting documentation, is the last date of the examination period. The extenuatingcircumstances form is available at:http://www.24-7.mdx.ac.uk/assess/extenu.htm

RegulationsAssessment and progression regulations for taught programmes of study can be foundin Section E of the University Regulations www.mdx.ac.uk/regulations/. This sectioncovers: The calendar of assessment Progression of undergraduate and postgraduate students Qualifications and classification, including methods of determining classification of

qualifications The grading scheme Reassessment in and deferral of modules Publication of results Production of certificates and issuing of diploma supplements / transcripts. You will find additional guidance in the Assessment Section on 24-7 which is

available at www.24-7.mdx.ac.uk/assess.

The University Regulations also detail procedures in relation to: Infringement of Assessment Regulations – Academic Misconduct (Section F)

including collusion and plagiarism Appeal Regulations and Procedures (Section G) Student Conduct and Discipline Student Complaints and Grievance Procedures Equal Opportunities


(see www.mdx.ac.uk/regulations/ )

Academic MisconductPlagiarism is the presentation by a student, as his or her own work, of a body of material(written, visual or oral) which is wholly or partly the work of another. In fact, plagiarismextends to cover one's own work previously assessed or published which is alsorequired to be properly referenced. Taking unfair advantage over other authors, studentsor oneself in this way is considered by the University to be a serious offence. TheUniversity will take serious action against any student who plagiarises whether throughnegligence, foolishness or deliberate intent. Make sure written material, ideas, theories,formulae, etc are acknowledged through the use of quotation marks, references andbibliographies. Information on the correct way of acknowledging work from other sourcesis available from campus learning resource centres. Academic misconduct also coverscheating in examinations.

Detailed information can be obtained atwww.24-7.mdx.ac.uk/assess/plagiarism.htm


COMMUNICATIONMiddlesex is committed to keeping students informed about developments and changesand constantly reviews the tools it uses to keep students informed.

The University's policy is to make all standard information easily available to students onand off campus.

Your university e-mail account is a key tool in communications and it is critical that youcheck your university e-mail address regularly.

Middlesex also has its own website for current students http://www.24-7.mdx.ac.uk andall important information is posted on there.

The university will also text you with important and urgent information so ensure that youprovide us with an up-to-date mobile phone number when you register as a student.

There are also student offices on all campuses if you prefer to ask questions face toface.

The university is committed to ensuring communication tools allow students to providefeedback as well as receive information. See section Quality of your programme andexperience to find out more about ways to give your feedback.

Accessing your own records including your timetable andletter requests

You can enrol, see timetables, view your module registrations, academic records(including assessment results) and other information using MISIS (Middlesex IntegratedStudent Information System).

You can access MISIS at https://misis.mdx.ac.uk or by clicking the link via studentwebsite 24/7 http://www.24-7.mdx.ac.uk. If you are having problems accessing MISIS,please contact the Computer Helpdesk in the Learning Resources Centre or contact theweb helpdesk at http://webhelpdesk.mdx.ac.uk.

TimetableYou are allocated to timetabled lectures, labs, seminars, and workshops based uponyour module registrations. Once this is done you can view your own personal timetablevia MISIS.

If your timetable is incomplete, you are unable to view it or you wish to change yourtimetable please contact a member of Student Support Staff. You can view the entireuniversity timetable via MISIS using the 'Search University Timetable' facility.

Letter Requests


Full-time, UK based, students can request Council Tax exemptions letters. Both full andpart-time students can request student status and bank letters. These letters arerequested via MISIS.

24-7

24-7 is the Middlesex website for current students. It can be accessed whether you arein the university or not and is not password protected. It has the latest news and eventsfrom the university, as well as a complete guide to services available to assist you withyour studies. At certain times of the year 24-7 is also an important source of keyinformation such as exam timetables. To find out more visit http://www.24-7.mdx.ac.uk

Middlesex e-mail – your account for life

As an enrolled student, you have your own university email address. This is in the [email protected], where xx are your initials, and nnn is a number generated by thesystem. This code will be found on the reverse of your student card. Your initialpassword is: Student Number + mmm, where mmm is the month (in lower case) of yourdate of birth. At first login you will be invited to complete a simple registration process.Any students experiencing difficulties accessing their account should contact the webhelpdesk at http://webhelpdesk.mdx.ac.uk

Your Middlesex University e-mail is an e-mail address that is available to you for life andwill be the principle tool the university will use to communicate with you. Your tutors, thestudent support team, the Learning Resource Centre and other areas of administrationwill use this e-mail address to contact you so it is critical that you check your accountregularly (at least twice a week). We’ll also use this account to tell you about events andactivities that will help enhance your time at university and enable you to make newfriends. The university adheres to the usual data protection policies and will not shareyour address within any external companies and organisations, except those workingwith the university to gather your feedback.

To access your email account, go to: http://www.outlook.com or click on the Email linkon the 24-7 website. Your local computer centre will help you gain access to youraccount during your Learning Resource Centre induction after enrolment.

For quick guides on user accounts and using the network, go to:www.lr.mdx.ac.uk/document.htm and click on Computing Network and Software. If youare have continuing difficulty in its use, consult the web helpdesk athttp://webhelpdesk.mdx.ac.uk

Important note on privacyTo ensure security, continuity and privacy, the University discourages the use of privateaccounts for University business. You should ensure that the MISIS database ofpersonal information about you is accurate and up to date, but you are not required topublicise this private information to other students or individual members of staff.


What is OASISPlus?

OASISPlus is the University’s online learning environment where you can find onlinematerials, including lecture notes, to support your studies together with: discussionboards, quizzes, module information, announcements and important information.

Most modules and programmes now have an online presence delivered throughOASISPlus. Your tutors will be providing you with more information about how you willbe expected to interact online with your peers and your tutors.

Instructions on how to access OASISPlus are available in the appendix section of thishandbook. For the most up to date information on how to access OASISPlus please goto: http://www.24-7.mdx.ac.uk/oasisplus/index.htm

OASISPlus (how it is used in relation to the programme)

All MSc Applied modules now have an online presence delivered through OASISPlus.Your tutors will be providing you with more information about how you will be expectedto interact online with your peers and your tutors and submit your coursework forassessment.

Logging onto OASISPlus

To access OASISPlus take the following steps:

1. Start up your internet browser - either Internet Explorer or Firefox2. From the 24-7 website click on the ‘OASISPlus’ link or alternatively type

http://oasisplus.mdx.ac.uk/3. Click on the ‘MIDDLESEX UNIVERSITY’ link to take you to the login page.4. Enter your username. This is the same as your student number and can be

found on your student card.5. Enter your password. If you are logging on for the first time, your default

password will be your date of birth (DDMMYY). Once you have successfullylogged onto OASISPlus you will be forced to change your password tosomething more personal and secure.

6. You should now be able to see the list of modules for which you are registered.Only those with an online presence will be listed here. Click on the module nameto access the materials, discussions, assignments and other activities within themodule.

NOTE: OASISPlus is case sensitive. The 'M' in your user ID should be typed in capitals.Please also be careful with the figures 1 or 0 – it is easy to mistype these as I or O. Also,your date of birth should be shown in the UK format (DDMMYY) rather than the USformat.


If you have difficulties accessing OASISPlus please contact the computing helpdesk onyour campus or the Web Helpdesk available at http://webhelpdesk.mdx.ac.uk/

For more information and troubleshooting advice visit the OASISPlus pages on 24-7 athttp://www.mdx.ac.uk/24-7/oasisplus/index.htm


SUPPORTAcademic Support

Programme and Curriculum AdviceYou are expected to be independent and to take responsibility for your own academicand personal life. However there is a lot of help available.

Your tutors will direct your studies and ensure that you know what work you need tocover in any given module. Seek advice from academic staff either after class, duringtheir office hours (published on their doors), by email or telephone.

General Educational Guidance and EnquiriesGeneral educational guidance, clarification of University Regulations and help withplanning your programme is available from the student support team’s duty/studentadvisers, who can be contacted by telephone or e-mail or in person on any campus andwho normally have regular drop-in hours.

You can get a wide range of support, advice and information direct from the studentwebsite 24-7 (http://www.24-7.mdx.ac.uk) where you can also find the telephonenumbers and email addresses of student/programme support team staff. If you needpersonal advice call the School Student Office, Email: (Hendon) [email protected] Tel:020 8411 5700/ (Archway and Hospitals) [email protected] Tel: 020 8411 6600. Ifthey cannot help you, they will refer you to someone who can.

Do not hesitate to approach the student support team by telephone, email or in personfor support services including: Changes to your personal record such as address, name, etc. (Alternatively this can

be done on-line via MISIS https://misis.mdx.ac.uk ) Using MISIS (Middlesex Integrated Student Information System) Programme regulations advice Revising or recording module registrations Submission of coursework Assessment deferral requests Recording extenuating circumstances Recording reasons for unavoidably being absent Arranging to interrupt your studies, change or withdraw from your programme Advice on where to make a suggestion or a complaint Personal Counselling

Specialist advice is also available from the Disability Support Service, Careers Adviceand Placement Services, Accommodation Service, Childcare Service, Sport and Leisure,International Support Services, Money and Welfare Advise Services, CounsellingServices, and Financial Services; and from the Middlesex University Students’ Union(MUSU). Ask at your school office for more information.


As these materials are designed to aid your transition into university life they can bereferred to throughout the first year.

Counselling

During the course of your studies at Middlesex, if you encounter problems concerningyour coursework or personal or emotional difficulties, you can consult one of ourprofessional counsellors confidentially. Counselling involves one or more meetings withyour counsellor in a safe and confidential setting. You will have the time and space todiscuss difficulties in your life which may be interfering with your ability to study andenjoy your time as a student. Students come to counselling for all sorts of reasons butgenerally it is a good idea to seek help before things start to feel unmanageable.Counselling can give you the opportunity to talk and think things through with someonefrom outside your social circle. This can feel both supportive and also offer the possibilityof developing a fresh perspective on your difficulties.

For more information please go to intranet www.24-7.mdx.ac.uk/counsel

Contacting a counsellor:Archway & Hospitals - Alison JefferiesRoom 15a Trevor Clay Building, Whittington Hospital & for Royal Free Hospital.Tel: 0208 411 6152email: [email protected]

Cat Hill & Trent ParkLindsey Othen-PriceRoom 5 Peter Green Building CHRoom 210 The Mansion TPTel: 0208 411 5548email: [email protected]

Caroline HallettRoom 5 Peter Green Building CHRoom 210 The Mansion TPTel: 0208 411 6421email: [email protected]

HendonSandra TaylorRoom CG24 College BuildingTel: 0208 411 4719email: [email protected]

Bernard ShapleyTel: 0208 411 5779email: [email protected]

Nadina Al-JarrahRoom CG25 College Building


Tel: 0208 411 5779email: [email protected]

Sandra PrimackRoom CG23 College BuildingTel: 0208 411 6169email: [email protected]

International Student Support

All members of the Student Support Team on each campus are dedicated to supportinginternational students, who make up over 20% of students in the university. Check on24-7 (http://www.24-7.mdx.ac.uk) or ask the student office if you are unsure who tospeak to.

You can join in a varied and exciting social programme organised by the InternationalStudent Liaison Manager, 0208 411 5422, [email protected], who also organises theWelcome to Middlesex Orientation Programme. Look out for the International Newsletterevery few weeks.

You can get specialist advice and support, particularly relating to visa renewals, from theInternational Student Support Co-ordinator, who works in collaboration with the Moneyand Welfare advisers. - Tel/fax 0208 411 5917/6076 and email [email protected]. Ifyou require either a CAS (Confirmation of Acceptance for Study) or a post study workvisa letter then please email [email protected].

Disability Support Service

If you have a long term medical condition, physical difficulty, sensory impairment, mentalhealth problems or a specific learning difficulty (e.g. dyslexia) that you feel could impacton your studies, and would like information about support provision that can be madeavailable, please contact the University’s Disability Support Service. You are encouragedto make your situation known at the earliest opportunity to ensure due provision is made.Support can include, but is not restricted to: advice on Programme related study needs,arranging support such as note takers, personal assistants, liaison with tutors andfunding authorities and arranging special provision for examinations and undertakingneeds assessments for students applying for support through the Disabled Student’sAllowance. Confidentiality will be respected and relevant details will only be disclosedwith your permission.

For further details contact the Disability Support Service on 0208 411 4945; [email protected] or see 24-7 http://www.24-7.mdx.ac.uk/Disability/index.htm

Please also refer to the Programme Specification included in this Handbook which willstate whether the programme excludes students with particular disabilities. See alsoPersonal Evacuation Plans below.


Health, Safety and Welfare

Information and advice regarding health, safety and welfare is accessible on a Universitywide basis at: www.mdx.ac.uk/24-7 . The information resource for Middlesex Universitystudents, contains a summary of this advice. On this web site you will find usefulinformation on:

Health related issues such as registering with a doctor, dentist or optician. Asummary of key infectious disease and a range of health matters such as minorillnesses, alcohol, drugs and travel.

Health and safety issues such as the University’s Health and Safety policy, firstaid arrangements, fire procedures, accident reporting procedures and how toraise concerns. Also, several other key health and safety related policies suchAlcohol and Substance Misuse and No Smoking.

Personal safety related issues such as, reporting and dealing with crime. Theseare supported by useful numbers to contact while on campus or in halls.

The University strongly advises you to register with a local doctor on enrolment if youhave moved away from home. More detailed guidance on the above will be brought toyour attention at the start of your studies.

Personal Evacuation PlansIf you have specific long or short-term disabilities, it may be that you will require aspecific plan to be agreed and in place so that you can evacuate, or be evacuated fromuniversity buildings safely during an emergency. If you think you need to discuss anevacuation plan, please contact your School Student Office in the first instance.Otherwise, if you are registered as disabled, you should independently be contacted byyour School safety representative early in the new term to agree an emergency plan.

The Health and Safety Officer for the School of Health and Social Sciences is: GrahamShennan, Tel: 0208 411 4260 Email: [email protected]

Middlesex University Students’ Union – The Student Voice ofMiddlesex

MUSU (Middlesex University Students’ Union) is a democratically elected, student-led,not-for-profit organisation to which all enrolled Middlesex students are automaticallymembers. MUSU exists in order to promote, support, respond to, campaign on behalf ofand above all represent the student body both to the University and, through its affiliationwith the NUS (National Union of Students), nationally and to the wider community as awhole – in essence MUSU aims to be the definitive student voice of Middlesex.

MUSU is a membership organisation with officers elected annually each spring by thestudent body to represent their interests. These officers, along with the staff team,oversee the day to day running of MUSU and its longer-term strategic direction.


MUSU provides a number of services, activities and projects in addition to its democraticfunction in order to fulfil its mission. These include financial and resource support forStudent Clubs and Societies, welfare and academic advice, referral, representation andcampaigning via SWIRL (Student Welfare & International Resource Lounge), theStudent Course Rep scheme which provides a formal and organised system of feedbackon course provision, an online radio station with shows entirely hosted by studentpresenters (MUD Radio) and a monthly magazine written and edited by current, andsometimes former, Middlesex students (MUD Magazine).

The Union also runs a number of specific projects, campaigns and events throughout theyear including society, cultural & social event nights, the Freshers’ Fairs during InductionWeek, MYfriend the student-to-student buddy scheme and the MUSU Star AwardsCeremony an annual celebration of student volunteering plus many more.

For more information, to access services, support and activities, or to get involved inyour Union at any level simply call us on 0208 411 6450, contact one of the MUSUCampus Administration Offices below, or visit musu.mdx.ac.uk

Hendon MUSU Campus Administration OfficeOpen 10:30am – 4:00pm Monday - FridayT: 0208 411 4296 E: [email protected]

Cat Hill MUSU Campus Administration OfficeOpen 10:00am – 4:00pm Monday – FridayT: 0208 411 5511 E: [email protected]

Trent Park MUSU Campus Administration OfficeOpen 10:30am – 5:00pm Monday – FridayT: 0208 411 6450 E: [email protected]

Financial Issues

Tuition Fee PaymentThe University has a strict policy on fee payment. If you do not pay your fees when dueyou may be deregistered or have a financial hold automatically placed upon your record.This can prevent you from accessing certain University services and from viewing partsof your MISIS record.

University Services include, but are not restricted to: OASISPlus Library Lending Disclosure of your module grades Letter Requests, etc Access to classrooms and library buildings

The annual tuition fee is due upon enrolment. You are allowed two weeks from the startof the academic year to make payment or provide proof of sponsorship. Failure to do somay result in you being de-registered i.e. cancellation of your enrolment.


UK/EU undergraduate students who have applied and are eligible for Student FinanceEngland (SFE) funding and support will be sent a statement when their contributions aredue to be paid and are not subject to the de-registration process.

Please note: It is your responsibility to research and make sure that you are eligible forthe above funding. For instance, if you already have a higher or equivalent award to thatwhich you are applying, you will not be funded and will be liable to pay a higher rate oftuition fees. If in doubt, please seek advice from a Money & Welfare Adviser on yourcampus at once.

If you are having difficulty in paying your fees you should contact the Credit ControlTeam as soon as possible by telephone on 0208 411 6400 option 3 or by email [email protected]

Withdrawal, Interruption or TransferTuition fee charges are determined on the basis of enrolment and not actual attendance.Charges will be incurred until such time as an official notification of withdrawal,interruption or transfer to another institution has been received from you and submittedto your School Student Office. See http://www.24-7.mdx.ac.uk/admin/attend.htm formore advice on attendance and withdrawal.

Money and welfare adviceFinancial, practical and legal assistance is offered by the Money, Welfare andInternational Advice Service (MWIAS) (http://www.24-7.mdx.ac.uk/mwas/index.htm).There are advisers available on a drop-in basis on every campus who can help withissues such as:

Student funding, debt and loans Welfare benefits and housing rights Immigration queries

Contact your adviser via Student Services, or email [email protected]


QUALITY OF YOUR PROGRAMME ANDEXPERIENCE

Quality assurance and enhancement of your programme

To ensure the high standards and quality of Middlesex University provision, allProgrammes are subject to the University’s academic quality assurance procedures(which include those procedures related to programme approval, monitoring and review).A key feature of these processes is the input from external subject experts who ensurethat awards of Middlesex are comparable to those of other UK universities, and that theprogramme curriculum, teaching, assessment and resources are appropriate.

You also have a very important role in enhancing Programmes, feeding back on aregular basis via feedback forms, Boards of Study, and other mechanisms. Yourfeedback also plays a major role in Programme monitoring and review.

Middlesex University, and its Programmes, are subject to periodic audit or review byexternal quality agencies such as the Quality Assurance Agency for Higher Education(QAA). These audits and reviews place confidence in the quality and standards ofprovision as operated at Middlesex University. The most recent QAA audit of quality andstandards of Middlesex University awards, conducted in 2009, was of those programmesdelivered in-house. The outcomes were that confidence can reasonably be placed in thesoundness of the University’s current and likely future management of the academicstandards of its provision, and, of the quality of the learning opportunities available tostudents. QAA review and audit reports can be viewed at: www.qaa.ac.uk .

Feedback from you

Boards of StudyThe purpose of the Board of Study is to provide a forum for discussion between you andstaff involved in all aspects of your Programme.

You elect student members of the Board at the start of each academic year to ensurethat all the various interests on the Programme are adequately represented. For adviceand training contact the MUSU Student Representative and Development Co-ordinatoron 0208 411 6481.

Each Programme holds regular Boards of Study. The membership includes:

Student representatives Director of Programme/Head of Department Academic staff aligned to the delivery of the Programme or modules Support services representatives


Your student representative represents the Programme or year group and is responsiblefor notifying the Board of issues which have been brought to them by you. You should beaware of the function of the Board of Study, and should ensure that representatives arealerted in good time to matters of concern, or to suggest initiatives.

Minutes are made of the discussion and decisions of each Board meeting, and these arecirculated to members with outcomes. The minutes are included with the ProgrammeQuality/Annual Monitoring Report for consideration by the University. The points raisedat the meeting are carefully recorded for issues arising, and the action taken upon them,and are available at http://www.24-7.mdx.ac.uk. Students receive feedback via theirstudent rep and from the programme leader.

Terms of referenceFull terms of reference are available in the Learning and Quality EnhancementHandbook which is available from:http://www.mdx.ac.uk/aboutus/Strategy/quality-standards/index.aspxdates, minutes, actions and further information can be found on 24-7 at www.24-7.mdx.ac.uk/campusforums/index.htm

Dates for the Board of Studies to be confirmed for the academic year 2011-2012

Student representatives

You may also represent your halls of residence on Campus Forums; for moreinformation and training contact the MUSU Student Representative and DevelopmentCo-ordinator on +44 (0)208 411 6481.

If you are elected as a student representative your role will be to gather the views andopinions of the students you represent and to represent these to either the Board ofStudy or the relevant Campus Forum and to feed back the results and information toother students following the meeting.

Student representatives should be selected, either by election or self-nomination, by theend of week 2 each year. Training and support throughout the year is provided forstudent representatives by MUSU – details of times and dates for training can be foundon the MUSU website at www.musu.mdx.ac.uk.

As a representative you can receive a certificate that recognises your representationalachievement. For the certificate you will have to attend the training sessions and bepresent at the Board of Study each term. This is a great opportunity to add value to yourCV.

School Board of Study


The School Board of Studies is the School level committee that deals with issuesaffecting students. All programme student representatives are invited to attend theSchool Board of Studies which occurs twice per year. Dates of meetings will beconfirmed at the start of the year. Minutes from the meetings can be found onOASISPlus.

Programme evaluation forms

Programme feedback forms are distributed throughout the academic year. The forms arecompletely anonymous. The aim of this feedback process is to elicit your views on thequality of your programme of study.

You can expect to receive a report on any issues that have been identified. The reportwould also describe the measures taken to resolve any problems. All reports will be anitem for discussion during Boards of Study and will, where necessary, be reported uponduring the quality/annual monitoring process. The whole feedback process will also bereviewed on a regular basis, to ensure that that it is effective in helping provide a goodquality experience for students.

The Students Union and the University also conduct periodic surveys of your levels ofsatisfaction with various University services. Further information will be available fromtime to time on MISIS and 24-7.

Suggestions and Complaints

We welcome your suggestions on how we might improve your experience of universitylife, even when this takes the form of a complaint about a service, a member of staff oranother student.

If you have a suggestion or a complaint about any aspect of university life, raise it withthe person concerned in the first instance. If you are not satisfied with the outcome youcan progress the matter through informal and formal procedures step by step up themanagement structure of the university. Full details of these steps are available in theUniversity Regulations (www.mdx.ac.uk/regulations/) within the Student Complaints andGrievance Procedures.

If you are not sure who to speak to, seek advice from a school office or advice centre. Ifthe matter is serious, talk directly to your school's Director of Resources.

If something goes wrong we aim to put it right as quickly as possible. Your advice andcomments are essential.

32

APPENDICES

33

A. Accessing University IT systems

Logging onto the computer network

This enables you to use computers in the Learning Resources Centres or anywhere elseon a Middlesex University Campus. To access a computer you will need:

1. Your IT User ID: this is printed on the back of your student card,consisting of your initials and three or more digits, e.g. SO807

2. Your Password: this is your Student Number + mmm, where mmm is themonth (in lower case) of your date of birth. e.g. Student Number = M00123456 (If your Student Number is all numeric,

please insert an UPPERCASE M at the beginning of your password.) Date of Birth = 27th June 1989 Password = M00123456jun

3. You will need to change your password the first time you login. Your newpassword MUST include the following:- at least 8 characters- at least one letter in UPPERCASE- at least one letter in lowercase- at least one numbere.g. Sunsh1ne or Monday63

For further information and assistance go to: http://www.24-7.mdx.ac.uk/email/index.htm

Logging onto OASISPlus

To access OASISPlus take the following steps:

1. From the 24-7 website click on the ‘OASISPlus’ link or alternatively typehttp://oasisplus.mdx.ac.uk/

2. Click on the ‘MIDDLESEX UNIVERSITY’ link to take you to the login page.3. Enter your Username. This is your Student Number and can be found on

your student card.4. For the most up to date information about OASISPlus passwords

please go to:http://www.lr.mdx.ac.uk/helpsheets/getting_started/Howtologin.pdf

5. You should now be able to see the list of modules for which you areregistered although only those with content will be listed here. Click on themodule name to access the materials, discussions, assignments and otheractivities within the module.

For more information and troubleshooting advice visit the OASISPlus pages on 24-7 athttp://www.24-7.mdx.ac.uk/oasisplus/index.htm

34

Logging onto Athens

Your Athens username and password will enable you to access the full text databases orjournal articles that the library subscribe to; wherever you are - on or off-campus; in theUK and abroad.

1. Enter your User ID and Password = these are the same as for thecomputer network. But please note that the initial password will not workoff campus so if you have not yet changed or cannot change yourpassword on campus then please apply to a helpdesk for your password.

2. There are two ways to use Athens: you will usually be asked to loginwhen accessing a specific article. Alternatively you can login once to allthe resources authenticated by Athens at:http://www.lr.mdx.ac.uk/lib/athens

Logging onto MISIS

1. From the 24-7 website click on the ‘MISIS’ link or alternatively typehttp://misis.mdx.ac.uk

2. Enter your Username. This is your Student Number and can be found onyour student card.

3. Enter your PIN. If you are logging on for the first time, your defaultpassword will be your date of birth (DDMMYY).

4. You will need to change your password the first time you login, and createa six-digit number.

For further information and assistance go to: http://www.24-7.mdx.ac.uk/misis/

Logging onto your Middlesex University email account

1. From the 24-7 website click on the ‘Student email’ link or alternativelytype http://www.outlook.com

2. Your email address and login is: [email protected]. Your IT User ID: this is printed on the back of your student card,

consisting of your initials and three or more digits, [email protected]

4. Your Password: this is your Student Number + mmm, where mmm is themonth (in lower case) of your date of birth. e.g. Student Number = M00123456 (If your Student Number is all numeric,

please insert an UPPERCASE M at the beginning of your password.) Date of Birth = 27th June 1989 Password = M00123456jun

5. You will asked to complete a simple registration and change yourpassword the first time you login

For further information and assistance go to: http://www.24-7.mdx.ac.uk/email/login.htm

35

Logging onto your Sky Drive online file store

1. This provides you with 25GB of online storage which can be accessed athttp://www.skydrive.live.com

2. Your User ID and Password are the same as your email account

For further information and assistance go to: http://www.24-7.mdx.ac.uk/email/login.htm

Logging onto the Library catalogue

1. Access the library catalogue at: http://library.mdx.ac.uk2. Enter your Borrower ID. This is your Student Number and can be found

on your student card.3. Enter your PIN. Your password will be your date of birth (DDMMYY). If

you are unsuccessful type in the default PIN number: 111111

If you have difficulties accessing any university system please contact thecomputing helpdesk on your campus or the Web Helpdesk available online athttp://webhelpdesk.mdx.ac.uk/

36

B. Programme Specification and Curriculum Map MScApplied Psychology

1. Programme title MSc Applied Psychology

2. Awarding institution Middlesex University

3. Teaching institution Middlesex University

4. Programme accredited by N/A

5. Final qualification MSc. or PG.Dip. or PGCert.(generic award)

6. Academic year 2011/2012

7. Language of study English

8. Mode of study Full-time and Part-time

9. Criteria for admission to the programmeFor the MSc Applied Psychology, candidates will normally possess a good honours degree(2:2 or better) in psychology or other relevant discipline. Exceptionally, consideration will begiven to those with commensurate professional qualifications, where there is evidence of abilityto carry out research at postgraduate level.

Students whose first language is not English will need a qualification that demonstratescompetence in English, e.g. IELTS 6.5 with 6.0 min in all components or TOEFL no less than573 (TWE minimum of 4.5) or Internet based 90 with no less than 19 in each component.

10. Aims of the programmeThis programme aims to provide an intellectual setting within which students can both developa fuller appreciation of substantive areas of applied psychology and improve their practical andanalytical skills. The programme aims to provide a learning environment within which thesuccessful student will:a) Gain knowledge and understanding of key areas of Applied Psychology

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(e.g. Occupational, Health, Neuropsychology, Counselling, Business andPsychotherapy).

b) Develop core practical/research skills broadly relevant across a number ofareas within Applied Psychology.

c) Gain knowledge and critical understanding of the various research techniquesand statistical methods that may be viewed as appropriate to a postgraduatelevel training in psychology.

d) Gain experience developing practical research, analytical and reporting skillsworking either as a member of a team or individually.

e) Make an appropriate contribution to research within an area of AppliedPsychology (applies to those completing the MSc).

11. Programme outcomes - the programme offers opportunities for students toachieve and demonstrate the following learning outcomes.A. Knowledge and understandingOn completion of this programme thesuccessful student will have knowledgeand understanding of :1.key areas of Applied Psychology2. developing core practical/researchskills broadly relevant across a numberof areas within Applied Psychology.3. the various research techniques andstatistical methods that may be viewedas appropriate to postgraduate leveltraining in psychology.4. developing practical research,analytical and reporting skills workingeither as a member of a team orindividually.5. an appropriate contribution toresearch within an area of AppliedPsychology (applies to those completingthe MSc).

Teaching/learning methodsStudents gain knowledge and understandingthrough:Acquisition of specialist knowledge andunderstanding through small group lectures,seminars, workshops, labs and throughparticipation in individual and group basedresearch projects.

AssessmentStudents’ knowledge and understanding isassessed by:Coursework which includes: essays, extendedessays, visit/workshop reports, project reportand research dissertation (MSc. studentsonly). Formative assessment will also beemployed throughout the programme.

B. Cognitive (thinking) skillsOn completion of this programme thesuccessful student will be able to:1. Demonstrate critical evaluation of

written and orally presentedinformation

2. Carry out appropriate decisionmaking

Teaching/learning methodsStudents learn cognitive skills through:critical appraisal of published material andcritical appraisal of particular researchmethodologies used in Applied Psychology.Cognitive skills are also developed within theMSc. dissertation module.Assessment

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3. Be efficient in InformationProcessing

4. Conduct analytical reasoning

Students’ cognitive skills are assessed by:the completion of extended essays, miniprojects, lab reports, visit/workshop reports,and a research dissertation (MSc. studentsonly).

C. Practical skillsOn completion of the programme thesuccessful student will be able to:1. Formulate & present (oral and

written) structured arguments

2. Critically appraise presentedinformation

3. Utilise debating skills4. Demonstrate knowledge of

qualitative research skills5. Demonstrate knowledge of

quantitative research skills6. Demonstrate interpersonal skills

Teaching/learning methodsStudents learn practical skills through:Students are provided with formative feedbackas part of every assessment. They also learnpractical skills through the Research Methodsin Applied Psychology module. For MSc.students, these skills will be further developedthrough the process of producing a researchdissertation.

AssessmentStudents’ practical skills are assessed by:project reports, lab work, presentations,essays, visit/workshop reports and researchdissertation (MSc. students only).

D. Graduate skills

On completion of this programme thesuccessful student will be able to:1. Demonstrate advanced

communication2. Have advanced knowledge of

specialist numeracy3. Information and CommunicationTechnologies (ICT)4. Demonstrate excellent teamwork5. Carry out effective

Learning6. Make appropriate decisions

regarding career management

Teaching/learning methodsStudents acquire graduate skills through:Students learn key skills throughout theprogramme in relation to ICT and effectivelearning (particularly use of intra and internet,e-mail and W.P). Statistical, analytical skillsare a key feature of the Research Methods inApplied Psychology module. Communicationand teamwork are supported across all taughtmodules.

AssessmentStudents’ graduate skills are assessed by:Statistical assignments, coursework (asabove), research project report, presentation &(dissertation).

12. Programme structures and requirements, levels, modules, credits andprogression requirements

12. 1 Overall structure of the programme

The MSc. programme is studied over one year full-time or two years part-time. Itincludes a range of taught modules together with a dissertation, (normally based onempirical research), carried out by the student. There will be three 30 credit modulesproviding the opportunity to study topics within areas of Research Methods in appliedPsychology, Applied Counselling and Psychotherapy and Business Psychology. Inparticular the Research Methods module provides the opportunity to develop researchand practical skills relevant across all areas of Applied Psychology. These include:

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qualitative methods, questionnaire and survey methods; methods for the statisticalanalysis of quantitative data. In addition, practical elements such as developing andcosting proposals and identifying ethical and professional considerations are alsocovered. Two 30 credit and two15 credit modules give this programme its wider appealby offering popular areas of study within psychology, namely: Applied BusinessPsychology, Counselling and Psychotherapy, Applied Neuropsychology in Educationand Health Psychology. The Thesis or Dissertation module (60 credits) encouragesstudents to develop expertise in a particular area of Applied Psychology. Each 30 creditmodule represents approximately 240 hours of study commitment with typically 2-3hours per week contact time. The MSc. is awarded for successful completion of 180credits, including the dissertation, while the PGDip.in Applied Psychology is awarded forsuccessful completion of 120 credits across taught modules. Students who are obligedto terminate their studies may apply for the award of the Postgraduate Certificate inPsychology. The minimum requirement is 60 graded credits which must include theResearch Methods in Applied Psychology module. The award of PGCert is a genericaward and will not have Applied Psychology in the title.

12.2 Levels and modulesStarting in academic year 2010/11 the University is changing the way it referencesmodules to state the level of study in which these are delivered. This is to complywith the national Framework for Higher Education Qualifications. Thisimplementation will be a gradual process whilst records are updated

All modules are at Level 4COMPULSORYPG Cert2 x 30 credits

PG Diploma3 x 30 credits plus2 x 15 credits

MSC3 x 30 credits plus2 x 15 creditsplus60 creditdissertation

MODULE REQUIREMENTSPSY4012 Research Methods in Applied

Psychology plus I x 30 credit (PSY4113 or

PSY4115) or 2 x 15 credit modules (PSY4019, or

PSY4101).

3 x 30 credit modules (PSY4012, PSY4113,

PSY4115) and 2 x 15 credit modules (PSY4019,

PSY4101).

3 x 30 credit modules (PSY4012, PSY4113,

PSY4115) and 2 x 15 credit modules (PSY4019,

PSY4101). Plus PSY4222 Dissertation.

PROGRESSION REQS.(N/A)

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12.3 Non-compensatable modules (note statement in 12.2 regarding FHEQ levels)Module level Module code

13. A curriculum map relating learning outcomes to modules (See Pages 43- 44)

14. Information about assessment regulationsThe University and School Assessment Policies apply to this programme. Programmespecific requirements are: The pass mark for all modules is 16.

15. Placement opportunities, requirements and support (if applicable)N/A

16. Future careersThis programme enables students to develop their research skills in preparation foreither doctoral research, specific work in industry or a future research post. The severalareas of psychology covered provide an in-depth understanding of how psychology isapplied in everyday life settings thus furnishing students with invaluable tools requiredfor a successful career.

17. Particular support for learningILRS and ICT workshops.OASISPlusDisability UnitELLS (language support)

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18. JACS code (or other relevant codingsystem)

N/A at level 4

19. Relevant QAA subject benchmarkgroup(s)

20. Reference points

The Learning Framework: information for staff and students to be found atwww.intra.mdx.ac.uk/learningframework

The Middlesex University Guide and Regulations (2010/2011)The Middlesex University LQE Handbook (2010/2011)The School of Health and Social Sciences’ Learning, Teaching and Assessment Strategy(2002-2005)The School of Health and Social Sciences’ Curriculum Policy and Strategy Framework(2002-2005)The School of Health and Social Sciences’ Assuring Academic Quality and Standards(2006)Subject benchmarks for Applied Psychology (2006)

21. Other information

Please note programme specifications provide a concise summary of the main features of the programmeand the learning outcomes that a typical student might reasonably be expected to achieve if s/he takes fulladvantage of the learning opportunities that are provided. More detailed information about the programmecan be found in the student programme handbook and the University Regulations.

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Curriculum map for MSc Applied Psychology

This section shows the highest level at which programme outcomes are to be achieved by all graduates, and maps programme learning outcomesagainst the modules in which they are assessed.

Programme learning outcomesKnowledge and understanding Practical skillsA1 Key areas of Applied Psychology C1 Formulate & present (oral and written) structured argumentsA2 Develop core practical/research skills broadly relevant across a

number of areas within Applied PsychologyC2 Critically appraise presented information

A3 Gain knowledge and critical understanding of the various researchtechniques and statistical methods that may be viewed as appropriateto postgraduate level training in psychology

C3 Utilise debating skills

A4 Gain experience developing practical research, analytical andreporting skills working either as a member of a team or individually

C4 Demonstrate knowledge of qualitative research skills

A5 Make an appropriate contribution to research within the area ofApplied Psychology (applies to those completing the MSc)

C5 Demonstrate knowledge of quantitative research skills

A6 C6 Demonstrate interpersonal skillsA7 C7Cognitive skills Graduate SkillsB1 Demonstrate critical evaluation of written and orally presented

informationD1 Demonstrate advanced communication

B2 Carry out appropriate decision making D2 Have advanced knowledge of specialist numeracyB3 Effective Information processing D3 Information and Communication TechnologiesB4 Conduct analytical reasoning D4 Demonstrate excellent teamworkB5 D5 Have carried out effective learningB6 D6 Make appropriate decisions regarding career management

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Programme outcomesA1 A2 A3 A4 A5 A6 A7 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6 D7Highest level achieved by all graduates

Module Title Module Codeby Level

Programme outcomesA1 A2 A3 A4 A5 A6 A7 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6

Research Methods in AppliedPsychology

PSY4012 X X X X X X X X X X X X X X X X X X X

Applied Neuropsychology inEducation

PSY4019 X X X X X X X X X X X X X

Health Psychology PSY4101 X X X X X X X X X X X X X X

Counselling and Psychotherapyin Applied Psychology

PSY4115 X X X X X X X X X X X X X X

Applied Business Psychology PSY4113 X X X X X X X X X X X X

Advanced Dissertation in AppliedPsychology

PSY4222 X X X X X X X X X X X X X X X X X X X X X

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C. Module Narratives

You are advised to refer to MISIS and to the individual module handbooks for updatedModule Information such as reading lists.

PSY4012 Research Methods in Applied PsychologyLevel: 4Credit Points: 30Module Leader: Dr Bahman BaluchTeaching Dr Nollaig Frost, Dr Ilhan RamanPre-requisites: NoneOther Requirements: 80% attendanceOwning Subject: Psychology

AimsThe aim of this module is to provide postgraduate students with research skills andexpertise from theory to implementation required by areas in Applied Psychology. Themodule is designed to fulfil training requirements identified in the National OccupationalStandards for Applied Psychologists (Key roles 2 & 3) by offering a comprehensive in-depth and systematic account of a range of skills in quantitative and qualitative researchstrategies, and the use of SPSS software in statistical analysis as applicable to thecourse syllabus. A variety of teaching methods and assessment will be employed withthe aim of inspiring and challenging each student, whilst promoting independent learningand a critical appreciation of the research process. Students will engage in laboratoryclasses, workshops, lectures/seminars, tutorials, group work, and practical sessions onSPSS and qualitative data analysis. Ultimately the aim is to train students to develop,implement and maintain personal and professional standards and ethical researchpractice in Applied Psychology.

Learning OutcomesAt the end of the module students will

1- develop an awareness of strengths and limitations associated with quantitativeand qualitative research in Applied Psychology at Level 4

2- choose the most appropriate research design in relation to the research questionand to take into account ethical considerations

3- demonstrate taking appropriate steps in data collection, data analysis and writingup of an empirical and non-empirical research project

4- carry out research projects using a variety of methodologies and transferresearch skills to new problems

5- demonstrate skills in critical evaluation of quantitative and qualitative basedresearch

6- be able to develop a proposal based on quantitative and qualitative research7- be able to independently conduct research of a publishable quality8- be able to develop skills in writing scientific reports based on quantitative and

qualitative methodologies9- be able to use SPSS in statistical analysis of the data as relevant to the course

syllabus10- be able to use a range of databases as research tools

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Syllabus

The module will cover the research process from generating hypotheses, data collection,interpretation and presentation of results from a quantitative perspective and developingresearch questions eliciting data and transforming it using analytic and interpretativetechniques from a qualitative perspective. Topics will be introduced within the context ofdesign, statistical and methodological issues in Psychology.

Quantitative MethodsSPSS will be utilised as the software package for data processing. The methodologicalissues considered will include validity and reliability in measurement; experimental,quasi-experimental, and correlation research designs. The statistical techniques taughtwill include descriptive and inferential statistics; exploratory data analysis; ANOVA;correlation and multiple regression; factor analysis. Further topics to be covered includelevels of measurement, statistics and research design; probability theory, hypothesistesting; normal distribution, z-scores and t-tests; questionnaire construction; andintroduction to multivariate statistics.

Qualitative ApproachesThere will be a series of lectures and workshops on the application of qualitative andmixed methodologies research in Applied Psychology. Topics to be covered will includethe development of research questions, the selection of appropriate qualitativeapproaches and different approaches to data analysis, Students will learn about theepistemological and ontological issues underlying different qualitative approaches andhow these relate to qualitative and mixed-method investigations in Applied Psychologyarenas.

Assessment

Summative assessment

Assessment will be based on coursework and in-class assessment with the followingbreakdown:

The focus of on-going assessment and feedback will be on problem-solving andinvestigation of research questions, and synthesis of information in an innovativemanner with respect to the above specialised topics using SPSS and qualitative dataanalysis techniques to reflect critical evaluation and appreciation of the research processappropriate at Level 4.

Assessment will be based on

1) In-class practical assessment of descriptive and inferential statistical analyses 25% ofthe mark (LO 9, 10) ;

2) EITHER a 2,500 word critical review of a quantitative OR qualitative based publishedresearch OR in-class presentation of a quantitative OR qualitative paper 25% of themark (LO 1, 5)

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3) a 2,500 word empirically conducted quantitative research OR a qualitative basedstudy (LO 2, 3, 4, 6, 7, 8) 50% of the mark

Formative assessment

Formative assessment will be continuous on the practical and theoretical aspects of thecourse syllabus. Formative assessment1) An in-class practical assessment using SPSS in statistical analyses and interpretingSPSS output (9, 10).2) completing an ethics form for research in Applied Psychology (8)3) developing short interview schedules during lab sessions (4, 6)

Learning Materials

Key Reading

Qualitative methods

Essential ReadingSmith, J.A. (ed) (2007) (2e), Qualitative Psychology: A Practical Guide to ResearchMethods , Sage PublicationsORWillig, C. (2008) (2e). Introducing Qualitative Research in Psychology: Adventures inTheory and Method, Open University Press.

Recommended ReadingForrester, M.A.(ed) (2010). Doing Qualitative Research in Psychology, A PracticalGuide, Sage Publications

Golden-Biddle, K. & Locke, K. (2007), Composing Qualitative Research, Sage.

Knapp, S. J. & VandeCreek, L.D. (2006), Practical Ethics for Psychologists: A PositiveApproach, American Psychological Association.

Lyons, E. & Coyle, A. (2007), Analysing Qualitative Data in Psychology, Sage.

McLeod, J. (2005), Research in Counselling and Psychotherapy, Sage.

Todd, Z., Nerlich, B., McKeown, S. & Clarke, D.D.(2004), Mixing Methods inPsychology: The integration of qualitative and quantitative methods in theory andpractice. Psychology Press

JournalsQualitative ResearchQualitative Research in Psychology

Quantitative methods

Essential reading

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Howitt, D. & Cramer, D. (2005) Introduction to statistics in Psychology. (Third Edition)Prentice Hall

Clegg. F. (1992). Simple Statistics. A course book for the social sciences. UniversityPress, Cambridge

Meltzoff. J. (1998). Critical thinking about research. APA

Recommended reading

Minium, E. W, King B. M. & Bear, G. (1993). Statistical Reasoning in Psychology andEducation.

Kinnear, P.R., & Colin, D. G. (2000). SPSS for Windows Made Simple- Release 10Psychology Press LTD. Publishers.

Nunn, J. (1998). Laboratory Psychology: A beginner’s guide. Hove, Sussex: PsychologyPress.

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PSY4113 Applied Business PsychologyModule Leaders: Dr Sevasti-Melissa Nolas/Colin WilsonTeaching team: Dr Sevasti-Melissa Nolas/Sylvia Sheppard/Colin

WilsonLevel: 4Credits Points: 30Other requirements: 80% attendanceOwning Subject: Psychology

AimsThis module introduces students to the ways in which different psychological theoriesand methods contribute to our understanding of the world of work, management andorganisations. The module provides students with an understanding of psychologists’different roles in the world of work and organisations and the different ways in which theycan apply their skills. The module takes an applied and critical approach to the study ofwork, management and organizations and professional psychological practices therein.

SyllabusThe syllabus is organised into three parts. Part 1 will introduce students to individual,team and contextual factors that impact on organisational behaviour including:motivation, job satisfaction, teams, sense making, leadership, change, strategy andtechnological advancement. Part 2 deals with the application of psychology in theworkplace and students will be exposed to issues around recruitment and selection, jobanalysis, psychometrics, business performance coaching and stress management. Part3 of the module engages with the impact that the post-modernist turn has had on ourunderstanding of work, organisation and management. It deals with the topics of power,gender, culture, as well as introducing students to innovative approaches for supportingdecision-making and change in organisations.

Learning Outcomes1. Analyse and critically evaluate the key theoretical perspectives and research

approaches in contemporary business psychology.2. Discuss and critically evaluate the psychological and contextual influences of human

activity in the workplace.3. Apply theory and research methods to plan research in business and organisational

psychology.4. Demonstrate a critical understanding of the role of psychologists in organizations.

Learning, Teaching and Assessment StrategyStudents will be expected to use module handbooks, library, world wide web resources,WebCT and core text books in order to prepare, in advance, for the weekly sessions.Each session will take the form of an interactive lecture, seminar or workshop. There willalso be supplementary showings of video material.

Assessment Weighting100% Coursework broken down into formative and summative assessment as follows:Formative assessment: 1 x 1,000 word review of a key concept or term in businesspsychology (LO 4)Summative 1: EITHER 1 x 2,000 word job analysis OR 1 x 2,000 word psychometricreport (50% of final grade)Summative 2: 1 x 2,000 word essay (50% of final grade) (LO 1,2,3,4)

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Learning Materials

Essential

Furnham, A. (2005). The Psychology of Behaviour at Work (2nd edition). PsychologyPress.

Grey, C. (2009). A Very Short, Fairly Interesting and Reasonably Cheap Book AboutStudying Organizations (2nd edition). London: Sage.

Millward, L (2005). Understanding Occupational and Organisational Psychology.London: Sage.

Recommended

Fincham, R. and Rhodes, R. (2005). Principles of Organizational Behaviour. Oxford:Oxford University Press.

Haslam, A.S. (2004). Psychology in Organizations: the social identity approach. London:Sage.

Morgan, G. (2006). Images of Organization (3rd edition). London: Sage.

Silverthorne, C.P. (2005). Organizational psychology in cross-cultural perspective. NewYork: New York University Press.

Spector, P.E. (2008). Industrial and Organizational Psychology: Research and Practice(5th.ed). John Wiley & Sons.

Weick, K.E. (2001). Making sense of the organization. Oxford: Blackwell.

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PSY4019 Applied Neuropsychology in EducationLevel: 4Credits Points: 15Module Leader: Dr Ilhan Raman (covering for Dagmara Annaz)Teaching Dr Bahman Baluch, Dr Ilhan RamanOther requirements: 80% attendanceOwning Subject: Psychology

Aims

The aim of this module is to provide postgraduate students with the opportunity foracademic training in up to date research and advances in educational and clinicalsettings in Applied Psychology as relevant to the course syllabus.

A variety of teaching methods and assessment will be employed with the aim to inspireand challenge each student whilst promoting independent learning. Students will engagein lectures/seminars, tutorials, and in class presentations. Ultimately the aim is to trainstudents to develop an up to date knowledge and critical thinking in issues related toApplied Neuropsychology in Education.

Learning outcomes

At the end of the module students will

1. Explain how the contribution of psychological research and theories hasimpacted on practice in educational and clinical settings

2. Use psychological principles and theories to identify and critically discussproblems in education and clinical settings

3. Critically evaluate the strengths and weaknesses associated witheducational and clinical research and findings in Applied Psychology

4. Choose the most appropriate strategy to deal with issues of educationaland clinical nature as relevant to the course syllabus

And will5. be able to make a critical evaluation of issues related to clinical and

educational setting6. be able to make a critical evaluation of research as relevant to course

syllabus

Assessment

Formative assessmentFormative assessment will be continuous on the theoretical aspects of the coursesyllabus. This will be achieved by in class presentation of a critical review of a paperrelevant to the course syllabus. An in-depth search and review of publications (usingpubmed and science direct) related to the specific paper will be required. Addressinglearning outcome 3, 5 and 6. Several papers will be available on OASISPlus for you tochoose for your presentation.

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Summative assessmentAssessment will be based on coursework and will be in form of a 3000 words essay thatwill address all above learning outcomes. Specific essay questions will be announced atthe beginning of term 2 and posted on OASISPlus. Essay assessment accounts for100% of your overall mark.

Feedback on courseworkStudents will be provided with an individual qualitative feedback form detailingperformance on the essay.

Reading List

Essential

Baluch, B & Danaye-Tousie, M (2006) Spelling transparency and its impact on dyslexicand unimpaired children's memory for words. Annals of Dyslexia, 56, 2,319-334

Baluch, B. & Danaye-Tousie, M (2006). Memory for words as a function of spellingtransparency. The Journal of Psychology - Interdisciplinary and Applied, 140, 2, 95-105.

Harley, T. A. (2001). The psychology of language: From data to theory. PsychologyPress. (esp. ch4)

Harmon-Jones, E. & Winkielman, P. (2007). Social Neuroscience. Integrating biologicaland psychological explanations of social behavior. Guilford Press. New York

Goswami, U. (2004). Neuroscience, Education and Special Education. British Journal ofSpecial Education.

Goswami, U. (2002). Blackwell Handbook of Cognitive Developmental Psychology.Oxford: Blackwell.

Joshi. R. M and Aaron, P. G (2005) Handbook of Orthographies and Literacy. LawrenceErlbaum Associates.

Karmiloff-Smith, A. (2006). Ontogeny, Genetics and Evolution: A Perspective fromDevelopmental Cognitive Neuroscience. Biological Theory, 1(1), 44-51

Raman (in press). The Role of Age of Acquisition in Picture and Word Naming inDyslexic Adults. The British Journal of Psychology.

Raman, I., (2003). Lexicality Effects in Single-word Naming in Alphabetic TurkishOrthography. In M. Joshi, C.K. Leong and B.L.J. Kaczmarek (Eds), Literacy Acquisition:Role of Phonology, Morphology and Orthography, 83-93. IOS Press of Amsterdam, TheNetherlands.

Raman, I. & Hancerli, S. (2008). The role of task demands on memory and naming RT'sin a transparent orthography. International Journal of Psychology, 43 (3/40), p332.

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Raman, I. & Weekes, B. (2006). Deep Dysgraphia in Turkish. In B.S. Weekes (Ed.)Acquired Dyslexia and Dysgraphia Across Scripts. IOS Press of Amsterdam, TheNetherlands. ISBN: 1-58603-592-4

Raman, I. & Weekes, B. (2005). Acquired dyslexia in a Turkish-English speaker. Annalsof Dyslexia, 55 (1), 79-104.

Recommended

Annaz, D., Karmiloff-Smith, A. & Thomas, M. S. C. (2008). The importance of tracingdevelopmental trajectories for clinical child neuropsychology. In J. Reed & J. WarnerRogers (Eds.), Child Neuropsychology: Concepts, theory and practice, (pp. 7-18).Oxford: Wiley-Blackwell

Butterworth,B., Yeo,D. (2004). Dyscalculia Guidance: Helping pupils with specificlearning difficulties in math. London: NFER-Nelson.

Rusconi, E., Butterworth,B. (2007). Mathematical abilities in preschoolers: potentialdiagnostic probes for developmental dyscalculia. Advances in Clinical and CognitiveNeurosciences 1, 1-7

Travers, J. F, Elliott, S N & Kratochwill, T R (1993). Educational Psychology: Effectiveteaching, effective learning. Brown & Benchmark.

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PSY4101 Health PsychologyLevel: 4Credit Points: 15Module Leader: Dr Nicky PayneOther requirements: 80% attendanceOwning Subject: Psychology

AimsThis module aims to introduce students to the ways in which psychological theories andmethods contribute to our understanding of physical health and illness. It will enablestudents to understand the psychological, behavioural and social determinants of healthand illness. The applications of health psychology to clinical practice will be illustrated.

SyllabusHealth and health psychology; inequalities in health; health promotion; theories of stress;stress and illness; problem drinking; smoking cessation; sexual health; reproductivehealth; health across the lifespan; chronic illness.

Learning Outcomes1. Describe and critically evaluate the key theoretical perspectives and researchmethodologies in contemporary health psychology.2. Describe and discuss the psychological, behavioural and social determinants of healthand illness.3. Demonstrate a critical understanding of the role of Health Psychologists in workingwith clients

TimetableTwo hour lectures has taken place each week on Thursday between 10.30 and 12.30 inCG19. However the new timetable to be confirmed in due course.

Learning, Teaching and Assessment StrategyA range of learning and teaching strategies are used to help students achieve thelearning outcomes of the module. These include weekly teaching sessions involvingtutor-led lectures to introduce key material, and learner activity (e.g. discussion, groupwork etc.) to stimulate communication, cooperation, discussion and debate; tutorials,which will also be offered each week, in order to support learning; independent studywhich encourages students to play an active, responsible and autonomous role in theirlearning; and the use of OASISPlus to post lecture notes and additional learningmaterial.

The assessment strategy aims to support student learning and to judge the extent towhich students have achieved the learning outcomes of the module.Assessment consists of:1. A case study analysis (40%) of approx. 2,000 words from a choice of four to assesslearning outcomes 1, 2 and 3 (summative assessment).

2. A set of 3 log books (60%) of approx. 1,000 words each to assess learning outcomes1 and 2 (summative assessment). The first log book is formatively assessed to providestudents with feedback in order to facilitate their learning and development.

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Essential ReadingMarks, D., Murray, M., Evans, B. et al. (2011). Health Psychology: Theory, Researchand Practice. London: Sage.

Ogden, J. (2007). Health Psychology: A Textbook. Maidenhead: Open University Press.

Recommended ReadingKaptein, A. & Weinman, J. (2004). Health Psychology. Oxford: BPS Blackwell.

Marks, D.F. (2002). The Health Psychology Reader. London: Sage.

Naidoo, J. & Wills, J. (2000). Health Promotion: Foundations for Practice. Edinburgh:Bailliere Tindall.

Ogden, J. (2007). Essential Readings in Health Psychology. Maidenhead: OpenUniversity Press.

Roberts, R., Towell, T. & Golding, J.F. (2001). Foundations of Health Psychology.Basingstoke: Palgrave.

Sarafino, E.P. (2011). Health Psychology: Biopsychosocial Interactions. New York:Wiley.

Taylor, S.E. (2011). Health Psychology. New York: McGraw-Hill.

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PSY4115 Counselling and Psychotherapy in Applied Psychology

Credit Points: 30Module Leaders: Dr Nollaig FrostTeaching team: Dr Pnina ShinebourneOther requirements: 80% attendanceOwning Subject: Psychology

The aim of this module is to provide students with an introduction to the main schools ofpsychological therapy, their theoretical origins and how the theory is applied in practice.The module will also introduce students to the basic principles of communication skillsthat form the foundation of all counselling and therapy. Finally, the module will familiarisestudents with the role of counselling and therapy within all areas of applied psychology.

This module will not qualify students to practice as a counsellor or therapist.However, through examples of applied practice students will be introduced to a range ofideas, which they might decide to explore further once they have finished their MSc. Themodule will be taught by lecturers and guest lecturers with experience of counselling andtherapy in a number of settings.

(a) SyllabusThere is a progression on this module from Term1 to Term 2 as specified below:Term 1 lectures: approaches & professional development Humanistic approaches to counselling and therapy (person-centred therapy) Psychoanalytic approaches (Freud/Klein/Winnicott) Cognitive approaches (Cognitive Behavioural Therapy) Systemic approaches (Family Therapy) Ethics in counselling and therapy Reflective practice, supervision and professional development Research for counselling and therapy Critical theory, counselling and psychotherapy

Term 2 lectures: contexts & applications Counselling and therapy in education Counselling and therapy in occupational health (selection, careers advice) Counselling and therapy in organisations (group workshops for decision-making

and decision-support) Counselling and therapy in health care (NHS and voluntary sector) Counselling and therapy in sports and exercise (rehabilitation) Counselling and therapy in community psychology (community development and

action) Counselling and therapy with vulnerable or excluded populations (CBT for Drugs

and Alcohol problems, working with children, young people or the elderly) Coaching psychology (working with senior managers) Mental health policy (national and international perspectives)

Yearlong workshops: skill development Self-reflection Attending/listening skills Giving and receiving feedback

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Paraphrasing and reframing Reflecting feelings Summarisation Collaborative questioning Normalisation Challenging Reflective practice Critical practice

(b) Learning outcomesAt the end of the module students who attend lectures, participate in workshops andcomplete the recommended reading will be able to:

At the end of this module student will have:

1. Knowledge of the key theoretical and practical origins of counselling andpsychotherapy whilst considering ethical dilemmas and issues of culturaldiversity, gender and power (essay).

2. Knowledge of the range of applications of counselling and psychotherapy inpractice and the differences between different contexts of application (essay).

3. Developed their self-awareness and reflective thinking skills about clinical issues(essay).

4. Critically evaluate each of the schools of psychological therapy and how they areapplied in practice (essay).

And will be able to:5. Critically reflect on the experience of applying basic communication skills in

counselling through the skills workshops (logbook).6. Critically appraise their own personal development in relation to the module and

their wider living contexts (logbook).7. Structure an interview session and have a clear understanding of the different

questioning styles and skills needed when interviewing individuals aboutsensitive topics (logbook).

(c) Learning, teaching and assessment strategy

The course is designed to draw on a number of learning strategies including experiential,didactic and problem-based learning, as well as individual feedback.

Lectures: 2hr lecture depending on the topic to be held each week throughout theacademic year.

Workshops: 1hr workshop covering skills to include role play, small group discussionand plenary feedback on skill throughout the academic year.

Individual tutorials: to discuss formative and summative assessment, feedback onbook review and workshops.

Assessment strategy will comprise of both formative (a book review) and summativeassessment (two essays and a log book). These are detailed in the next section.

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(d) Assessment weighting

100% Coursework

Formative: feedback on skills in workshops, 1000 word short essay and a logbook of1500 words.

Students will be given ongoing feedback on their skill development through theworkshops.

Students will be given a short essay question to answer relating to topics covered in thefirst term. The essay is designed to help them with the summative essay in the secondterm. The essay will be due in at the end of week 7 of the Autumn Term. It will not beassessed and students will receive individual formative feedback on their essays.

Student logbooks are intended to assess the non-theoretical elements of the course andshould include students’ reflections on their skills development, as well as thedevelopment of their thinking in relation to the different psychological therapies and theirpractical applications. Students will be required to produce a 1500 word logbook whichwill be due in week 14 of the second term. They will receive individual formativefeedback on the logbook and can use this logbook towards their summative assessment.

(Learning outcomes: 1, 2, 3, 4, 5, 6, 7)

Summative: one written essay of 2500 words and a logbook of 2500 words.The essay will account for 75% of the final mark. The logbook will account for 25% of thefinal mark. Students’ final mark will be weighted accordingly.

Students will be given a choice of essay questions at the beginning of the second termcovering a range of topics from the first and second term (topics will be different to thosegiven for the formative essay). Students will be required to answer one essay questionfor their assignment.

Students will also be required to continue to keep a logbook in the second term reflectingon the development of their thinking in relation to different psychological therapies, theirapplication in different contexts and the students’ learning of skills. Students can developand/or continue their formative logbook (1500 words) as part of the summative logbook(2500 words) and summative logbook assessment.

The essay and logbook will be due on the first day after the Easter break.

(Learning outcomes: 1, 2, 3, 4, 5, 6, 7)

(e) Timetabled examination required NONE(f) Length of exam N/A(g) Learning materials

Essential ReadingBateman, A. & Holmes, J. (1996). Introduction to Psychoanalysis: Contemporary Theoryand Practice. Routledge: London.

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Dryden, W. (1996). A Handbook of Individual Therapy. London: Sage.

McLeod, J. (2003). An Introduction to Counselling. Maidenhead: Open University Press.

McLeod, J. (2001). Qualitative Research in Counselling and Psychotherapy. London:Sage

Roth, P. & Fonagy, P. (1996). ‘What Works for Whom?’ New York: Guilford Press.

Recommended readingAnderson, H. (2001). Postmodern collaborative and person-centred therapies: Whatwould Carl Rogers say? Journal of Family Therapy, 23(4): 339-60.

Bennet, P. (2003). Abnormal and Clinical Psychology. Maidenhead: Open UniversityPress.

Bond, F.W. & Dryden, W. (Eds.) (2004). Handbook of Brief Cognitive BehaviourTherapy. London: Wiley.

Casement, P. (1990). Further Learning from the Patients. London: Routledge.

Dryden, W. (2000). Therapists Dilemma. Berkshire: Open University Press.

Freud, S. (1991). Two Short Accounts of Psycho-analysis: Five Lectures On Psycho-analysis. The Question of Lay analysis. London: Penguin. Pp 31-92.

Gambrill, E. (1990). Critical Thinking in Clinical Practice. Oxford: Jossey-Bass Inc.Publishers.

Grant, A., Mills, J., Mulhern, R. & Short, N. (2004). Cognitive Behavioural Therapy inMental Health Care. London: Sage.

Greenhalgh, T. (1997). How to Read a Paper: The basics of Evidence Based Medicine.London: BMJ Publishing Group.

Hook, D. (Ed) (2004). Critical Psychology. Lansdowne: UCT Press.

Johnstone, L. (2000). Users and Abusers of Psychiatry. A Critical Look at TraditionalPsychiatric Practice. London: Routledge.

Kazarian, S.S., & Evans, D.R. (1998). Cultural Clinical Psychology. Theory, Researchand Practice. Oxford: Oxford University Press.

Kring A.M., Davison G.C., Neale J.M. & Johnson S.L. (2007). Abnormal Psychology(10th edition). New York: Wiley.

Lemma, A. (2003). Introduction to the Practice of Psychoanalytic Psychotherapy.Chichester: Wiley.

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Orford, J. (2008). Community psychology: challenges, controversies and emergingconsensus. Chichester: John Wiley & Sons Ltd

Parker, I. Georgaca, E., Harper, D., Mclaughlin, T. & Stowell-Smith, M. (1999).Deconstructing Psychopathology. London: Sage.

Reason, P. and Bradbury, H. (2001). Handbook of Action Research: participative inquiryand practice. London: Sage.

Sherr, L. & Lawrence, J.S.T. (Eds.) (2000). Women, Health and the Mind. Chichester:Wiley.

Schön, D.A. (1983). The reflective practitioner: how professionals think in action. NewYork: Basic Books

Watkins, M. and Shulman, H. (2008). Toward Psychologies of Liberation (Critical Theoryand Practice in Psychology and the Human Sciences Series). Hampshire: Palgrave,Macmillan

White, M. & Epston, D. (1990). Narrative Means to Therapeutic Ends. London: Norton &Co.Invited lecturers will be asked to recommend up to three key reading texts/papers forprior and

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PSY4222 Advanced Dissertation in Applied Psychology

Level: 4Credit Points: 60Module Leader: Dr Ilhan RamanPre-requisites: Students must have previously taken or be registered for

PSY4011 or PSY4012Other Restrictions and Requirements: Barred Combination: PSY4996Owning Subject: Psychology

Aims1 To provide students with an opportunity for an in-depth, advanced study in a specific

area of applied psychology, pertinent to the degree for which they are registered,guided by but largely independent of, tutor support.

2 To enable students to apply appropriate principles of empirical research to an issue oftheir choice within the subject area of their degree registration.

3 To enable students to present their research study in the form of a written thesis, usingappropriate styles and conventions.

A variety of teaching methods and assessment will be employed ranging from one-to-one supervision to poster presentations. Lectures/seminars will be delivered on a regularbasis in 2010-2011 order to enhance the research ethos and also to ensure that allstudents have a common base of contact while getting started and progressing with theirresearch project.

SyllabusStudents devise and carry out a research study in an area of interest to them related totheir Masters degree subject, taking into account the expertise of members of thedepartment available as supervisors. Students will make a short presentation to otherMasters students and staff, on which they obtain formative feedback. Students thenmove on to preparing a formal research proposal, on which formative feedback will alsobe given. All students must obtain ethical approval from the Psychology AcademicGroup Ethics Committee prior to starting their study or making any contacts withpotential participant groups outside of Middlesex University.

Learning OutcomesKnowledge and SkillsAfter successfully completing the module, students will be able to:1. Demonstrate a deep and systematic understanding of an area of applied psychology

related to the subject of the Masters degree for which the student is registered, andcan work with the theoretical and research-based knowledge at the forefront of theirsubject.

2. Demonstrate a comprehensive understanding of the statistical and analytictechniques and research methodologies applicable to their subject.

3. Demonstrate self direction and originality in formulating a research plan whichincludes a realistic idea of the relative time and effort to be given to various stages ofthe research.

4. Negotiate with a supervisor to set appropriate goals for the coverage and intendedresearch outcomes.

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5. Demonstrate skills of literature searching, selection of relevant sources, andsystematic treatment of key material.

6. Act autonomously in planning and implementing the research plan and choosing andapplying appropriate empirical methodologies and treating resulting data withappropriate analytical methods.

7. Conduct research in an ethical manner, and demonstrate the awareness and abilityto manage the implications of ethical dilemmas, consistent with the BPS Code ofConduct, and additional relevant divisional guidelines.

8. Present and defend a research proposal with due regard to styles of presentationand approaches to encouraging audience participation, where appropriate.

9. Write a dissertation which pays due regard to the conventions whereby psychologicalresearch is conveyed to others.

AssessmentFormative AssessmentFormative assessment will be continuous throughout the academic year and will be inthe form of Dissertation Presentation, Proposal and Ethics submission as follows:

Dissertation PresentationsAs part of your assessment and in preparation for your dissertation, you are required tocreate and present your research ideas for your dissertation as an oral poster. You areexpected to give a five minute oral presentation to introduce your poster in Week 12 inwhich you state the aims of the research, a brief theoretical background, the appropriatemethodology including participants, materials/apparatus to be used, ethicalconsiderations and the expected outcome from the study. These presentations will allowprogramme staff to ensure that your proposed research meets the requirements of yourarea of study, and also allow for peer feedback on your ideas. This is a supportivesession in which the majority of the audience will be your fellow students, with a fewprogramme staff. This is a compulsory component of the module for all students,both full time and part time, and it is necessary to have made a presentation to be ableto receive a grade for your dissertation. The most valuable aspect of producing andpresenting a poster is the thought that goes into designing and creating the poster,selecting the information to present, and structuring it in a straightforward manner. Themain skill you will rely on is to summarise a large amount of information in a short timewhilst maintaining clarity and coherence. With appropriate structuring and attention tothe development of your research rationale a great deal of information can be presentedwithin the five minute period especially if when this backed up with a well-structuredposter.

Dissertation Proposal and EthicsIt is a requirement that students should submit a ‘Dissertation Proposal’ for considerationby their supervisor. This should be submitted directly to your supervisor on the allocateddeadline for them to see that you are making suitable progress. Once this is approvedyou will need to complete an ethics form and associated documentation. Please notethat your risk assessment forms must be signed off by the Programme Leader andinternal ethical approval must be obtained before the student proceeds any further withthe research project. In other words, you must gain permission internally from thePsychology Academic Group, before you submit your proposal to externalagencies/ethics panels. Breaches of ethical guidelines may be penalised by agrade reduction or complete failure of your dissertation.

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The proposal should be approximately 1000-1500 words long and provide the followinginformation:

1. Indication of aspects of the key literature to be reviewed.2. A clear statement of hypotheses to be tested, research questions asked and/or

relationships between variables to be investigated.3. Outline of design of study, methods of data collection and proposed analyses.4. A time line for the full design, conduct and write up of the proposed research.5. How participants are to be recruited and any relevant information about permissions

that may have been pre-obtained through your place of employment, etc..6. A section on the ethical considerations that pertain to the research (this must be

based on the BPS guidelines and where appropriate the specific guidance of eitherthe Division of Forensic Psychology or Division of Health Psychology).

7. An assessment of the limitations of the scope of the research proposed.8. Any further information relevant to assist the Module Leader in determining the

appropriateness of content and originality of the research.9. You must also include a Psychology Department ethics form, completed according to

the guidelines available on OASISPlus (in the general psychology section). Also, allmaterials necessary to supplement that ethics form, e.g. consent form and riskassessment forms.

10. Finally, it is vital to remember that your proposal (and eventual dissertation) mustshow how you are contributing to the development of the field of Applied, Forensic orHealth Psychology as appropriate to the programme of study. The theoretical basisand practical implications must be related to the appropriate field.

The purpose of these regulations is to ensure that students proceed with research that isboth viable in its own right and suitable for the award of MSc. The deadline forsubmission of proposals is designed to ensure that students adopt a realistic time scalein carrying out their research and writing up their dissertations. The proposal does notqualify for credits as it is a formative piece of work. Before beginning their field work,students must wait to receive ethical approval and must complete a risk assessment.

Students may not proceed with their research (including gathering data) until theyhave received all necessary forms of approval (ethics and risk assessment) oftheir proposal. Further, they must not contact any outside agency/organisationprior to internal ethical permission.Once you have successfully negotiated ethical approval and, if appropriate to your study,you have gained access to outside agencies/institutions, a formal letter should be sentfrom your internal supervisor to a contact person at that external location. This lettermust go out as it is designed to explain to the external agencies what your datacollection will entail and what your role will be within their environment. An example ofsuch a letter is shown in Appendix A.

Summative Assessment

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Advanced Dissertation in PsychologyStudents are expected to submit two typed copies of their 10,000-15,000 worddissertation to the Student Office on the appointed date.

Feedback on courseworkStudents will be provided with an individual qualitative feedback form detailingperformance on the dissertation.

Reading ListCone, J. D., & Foster, S. L. (1993). Dissertations from start to finish: Psychology andrelated fields. Washington, DC: American Psychological Association.

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MSc Applied Psychology Assessment Map

Week/Date Psy4012(30 credits)

Psy4019(15 credits)

Psy4101(15 credits)

Psy4115(30 credits)

PSY4113(30 credits)

Psy4222(60 credits)

ResearchMethods inAppliedPsychology

AppliedNeuropsychology inEducation

HealthPsychology

Counselling andPsychotherapy

AppliedBusinessPsychology

AdvancedDissertationinPsychology

Week 1 Study skillsweek

Study skillsweek

Study skillsweek

Study skillsweek

Studyskills week

Study skillsweek

Week 2 Thinking ofquantitativeand qualitativeresearchdesigns (NF)

No teachingon thismodule thissemester

Social & historicalorigins ofcounselling

Dissertation Session1: Research Processand Topic selection

Week 3 Stages inquantitativeresearchDefinition ofkey termsSPSS session(BB)


Theory incounselling

Supervisor Allocation

Week 4 What isqualitativeresearch(NF)


Critical thinking& research oncounselling

Week 5 Conductingqualitativeresearch(NF)


Humanisticapproaches

Week 6 WorkshopFormativeassessment(NF)


Psychoanalytictheory 1

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Psy4019(15 credits)

Psy4101(15 credits)

Psy4115(30 credits)

PSY4113(30 credits)

Psy4222(60 credits)



HealthPsychology





Study skillsweek

Study skillsweek

Study skillsweek

Studyskills week

Study skillsweek


















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Psy4019(15 credits)

Psy4101(15 credits)

Psy4115(30 credits)

PSY4113(30 credits)

Psy4222(60 credits)



HealthPsychology





Study skillsweek

Study skillsweek

Study skillsweek

Studyskills week

Study skillsweek


















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Week 7 Definition ofkey terms inquantitativeresearchSPSS session(BB)


Formativeassessment Asubmitted by22nd

November

Psychoanalytictheory 2Formativeassessment :Essay 1500words

Formativeassessment

Week 8 Definition ofkey terms inquantitativeresearchSPSS session(BB)


CognitiveBehaviouraltherapy

Dissertation Session2: Planning yourDissertation

Week 9 DescriptivestatisticsSPSS session(BB)


Reading week Systemictherapy

Week 10 DescriptivestatisticsSPSS session(BB)


SummativeAssessment Bassessment Bsubmitted by17th December.

Constructivist,narrative andcollaborativeapproaches

Christmasbreak

2012

New yearbreak

Week 11 InferentialStatistics- part1 (IR)

No teaching onthis module thissemester

Relationalapproaches &children

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Week 12 Inferentialstatistics –part 2 (IR)


Ethics incounselling andpsychotherapy

Dissertation PosterPresentation (F)

Week 13 Correlations(BB)

New horizonsin counselling

Week 14 SummativePracticalAssessment 1conducted inthe lab (25%)(BB)

Introduction tothe module (IR)


GroupdynamicsFormativeassessment:Logbook 1500words

Dissertation Session3: Writing Proposals

Week 15 Formativeassessment-QualitativeResearch(NF) –CriticalAnalysis

Typical andatypicaldevelopment oflanguage


Therapeuticcommunities

SummativeAssessment 1

Dissertation ProposalDeadline

Week 16 Factoranalysis andCronbach’salpha (IR)

Development ofreading andspelling (IR)


Communitypsychology

Week 17 Quantitativedesigns (BB)

Special Needs inEducation


Reading week Proposal to Supervisor(F)

Week 18 Quantitativedesigns-Critical reviewof aquantitativepaper (BB)

Reading andspellingdevelopment indifferent writingsystems(IR)


Mental health &social movements

Week 19 Regression Social and No teaching Occupational

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(BB) emotionaldevelopment

on thismodule thissemester

health

Week 20 Multipleregression(BB)

In-classpresentations(BB)


Health & socialcare

Dissertation Session4: Ethics

Week 21 Mixedmethodsresearch:lecture andopensession(NF)

Developmentaldyslexia indifferent writingsystems (BB)


Coaching &leadershipdevelopment

Week 22 Writing upqualitative &quantitativepapers/proposals(NF/BB)

Implications ofdyslexia inprimary,secondary andtertiaryeducation (IR)


Research on/incounselling

Ethicssubmission(F)

Easter break Easterbreak

Easterbreak

Easterbreak

Easterbreak

Week 23 Assessment 2Either 2,000word criticalreview or inclasspresentation(25%)Hand in ofcoursework50% of themark

Sensory andphysicaldevelopment(DA)Summativeassessmentcoursesubmission100% of thefinal Mark

Summary lectureSummativeassessment:1. Essay 2500words2. Logbook2500 words

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health




Health & socialcare










Ethicssubmission(F)


Easterbreak

Easterbreak

Easterbreak




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health




Health & socialcare










Ethicssubmission(F)


Easterbreak

Easterbreak

Easterbreak




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Week 24 SummativeAssessment 2

Week 26

LAST DAY FORDRAFT FEEDBACK

DISSERTATIONSUBMISSIONDEADLINE

Part –time students

WEEK 22DISSERTATIONPROPOSALDEADLINE 1ST

Last day for draftfeedback

DissertationSubmission Deadline

NB F: Formative Assessment, S: Summative Assessment

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Documents

MSc Applied Psychology - Middlesex University · PSY4012 Research Methods in Applied Psychology Lecture/Lab PSY4113 Applied Business Psychology Thursdays PSY4101 Health Psychology