MSc Behaviour Change – Programme Specification Form

Programme title: / Behaviour Change
Final award (BSc, MA etc):
(where stopping off points exist they should be detailed here and defined later in the document) / MSc, PG Diploma, PG Certificate
UCAS code:
(where applicable) / N/A
Cohort(s) to which this programme specification is applicable:
(e.g. from 2016 intake onwards) / From 2017 intake onwards
Awarding institution/body: / University College London
Teaching institution: / University College London
Faculty: / Brain Sciences (SLMS)
Parent Department:
(the department responsible for the administration of the programme) / Research Department of Clinical, Educational and Health Psychology (UCL Centre for Behaviour Change)
Departmental web page address:
(if applicable) /

Method of study:
Full-time/Part-time/Other / Full-time and Flexible
Criteria for admission to the programme: / A first degree with at least an upper second (2:1) in a related area OR a degree with at least an upper second (2:1) in a non-related area plus relevant practical or research experience. Related subject areas include, but are not limited to, psychology, social sciences, health sciences, behavioural sciences, and economics. Relevant practical and/or research experience may include any work with a behaviour change focus completed whilst volunteering, undertaking a period of work experience, an internship or during paid employment within an organization/institution. Normally first degree must have included some quantitative subject (i.e. statistics, maths, or similar) Not having this experience should not, however, deter a potential applicant, although they should be prepared for the mathematical component contained in the Research Methods module and be aware that for the Research Project, students will be expected to explore and interpret data which may be numeric. Non-native English speakers, must demonstrate a GOOD standard of English Proficiencywith 6.5 in each of the subtests.
Length of the programme:
(please note any periods spent away from UCL, such as study abroad or placements in industry) / 1 year full-time / up to 5 years flexible
Level on Framework for Higher Education Qualifications (FHEQ)
(see Guidance notes) / 7
Relevant subject benchmark statement (SBS)
(see Guidance notes) / There is no relevant benchmark statement at time of writing
Brief outline of the structure of the programme and its assessment methods:
(see guidance notes) / Structure:
The MSc programme is a 180 Mlevel credit course consisting of:
  • 1 x 30 credit taught-module
  • 6 x 15 credit taught-modules; total of 90 credits
  • 1 x 60 research project
The Post-Graduate Diploma programme is a 120 Mlevel credit course consisting of:
  • 1 x 30 credit taught-module
  • 6 x 15 credit taught-modules; total of 120 credits
The Post-Graduate Certificate programme is a 60 Mlevel credit course consisting of:
  • 1 x 30 credit taught-module
  • 2 x 15 credit taught-modules; total of 60 credits
Assessment methods:
The research project is assessed by means of written thesis (100%).
The taught modules have mixed modes of assessment. They are assessed by means of either short answer unseen exam, multiple choice exam, an essay, or coursework. With regards to coursework, we will use a range of formative and summative assessment methods to reflect the interdisciplinary, cross faculty and applied nature of our curriculum, including; conducting video interviews with experts in behavior change within academic, business and third sectors, development of debate plans,creating behavioral concept maps, oral and visual presentations, e-learning modules, and written critiques of a range of academic and policy documents. We will work with the specialists within CALT to develop rigorous assessment criteria for all methods of assessment.
Board of Examiners: / Name of Board of Examiners:
MSc Behaviour Change. Chair of the board: Prof. Peter Fonagy.
Professional body accreditation
(if applicable): / Not applicable / Date of next scheduled accreditation visit:
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,, skills and other attributes in the following areas:
A: Knowledge and understanding
Knowledge and understanding of:
Fundamental knowledge of behaviour change theories and techniques, what is meant by behaviour and by behaviour change, and differences and similarities between approaches to behaviour change across different disciplines.
Understanding of intervention development and evaluation processes, relevant research methods required to carry out evaluation and assessment, and research project design and execution.
In depth knowledge of applied examples of behaviour change in modules offered that are most strongly aligned to the student’s interests / Teaching/learning methods and strategies:
These topics will be covered in our core modules: Changing Behaviour: Intervention Development and Evaluation,Theories and Models of Behaviour Change and Behaviour Change: An Interdisciplinary Approach comprising lectures, seminars, and core reading.
These topics will be covered in modules Intervention development and evaluation and CIHDG034 (Research Methods and Evidence for Global Health) as well as the Research Project.
These topics will be covered in the elective modules Behaviour Change: Health and Wellbeing, Transport Behaviour Change, BENVGEC9 (Energy, People, and Behaviour), and PUBLG013 (Making Policy Work), BENVGHB1 (Wellbeing in Buildings), PSYCGS02 (Social Cognition: Affect and Motivation), PSYC3109A (Social Psychology of Risk), PUBLG037 (Public Ethics), PSYCGB04 (Consumer Behaviour)
/ Assessment:
Written exams, completion of an online training module, course work, group course work, presentations, essays, and written reports.
Dissertation thesis.
B: Skills and other attributes
Intellectual (thinking) skills:
Critical evaluation of current academic literature
Interdisciplinary intellectual thinking and working
Development of behaviour change interventions
Formulation of research questions
Planning, design, execution, and writing-up of an extended research project / Teaching/learning methods and strategies:
Seminars, lectures
Lectures, seminars, group work
Lectures, seminars, presentations
Research methods lectures, seminars, meetings with supervisor
Meetings with Supervisor
/ Assessment:
Exams, dissertation, course work (poster presentation, PowerPoint presentation)
C: Skills and other attributes
Practical skills (able to):
Plan a research study
Interpret research data
Interpret and critique research articles
Understand interdisciplinary research
Apply quantitative and/or qualitative research methods
Use appropriate software and technology / Teaching/learning methods and strategies:
Lectures, face to face meetings with research supervisor
Lectures, practical classes, meetings with supervisor
Lectures, seminars
Lectures, seminars, meetings with supervisor
Lectures, seminars, practical classes
Seminars, practical classes, group work
/ Assessment:
Exams, essays, dissertation project
D: Skills and other attributes
Transferable skills (able to work as part of a multi-disciplinary team):
Effective communication to a range of audiences
Project management
Synthesising and using complex information and data
Academic writing
Statistical analyses
Critical appraisal of research articles/reports
General research skills including literature search and review, formulation of research questions, choice of appropriate research methods and design, and data coding and analysis / Teaching/learning methods and strategies:
Seminars, group work, presentations
Supervisor meetings, independent study
Lectures, seminars, essay writing, meetings with supervisor
Essays, feedback on draft of research project
Research methods module, practical classes
Seminars, lectures
Course work, lectures
/ Assessment:
Exams, essays, research project, course work (e.g. written critique, behavioral map)
The following reference points were used in designing the programme:
  • the Framework for Higher Education Qualifications: (
  • the relevant Subject Benchmark Statements:
(
  • the programme specifications for UCL degree programmes in relevant subjects (where applicable);
  • UCL teaching and learning policies;
staff research.The following reference points were used in designing the programme:
The Framework for Higher Education Qualifications (
The relevant Subject Benchmark Statements (
The programme specifications for UCL degree programmes in relevant subjects (where applicable);
UCL teaching and learning policies;
Staff research.
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each course unit/module can be found in the departmental course handbook. The accuracy of the information contained in this document is reviewed annually by UCL and may be checked by the Quality Assurance Agency.
ProgrammeOrganiser(s) Name(s):
/ Susan Michie, Caroline Wood, Paul Chadwick, Carmen Lefevre
Date of Production: / 15/6/2016
Date of Review:
Date approved by Chair of Departmental Teaching Committee:
Date approved by Faculty Teaching Committee